A5. The Prepared Environment

Question 1

GENERAL: What is the definition of the Prepared Environment?

Answer 1

• It is a place that is physically and psychologically prepared so that the true nature of the child can be expressed and where all aspects of development are considered; intellectual, physical, social, emotional and spiritual.
• It’s an environment where the adult works as a scientific observer.
• It’s a classroom designed to serve the development needs of a child between the ages of 2.5 to 6.

Question 2

GENERAL: What are the general characteristics of the prepared environment?

Answer 2

MISC

Movement
Independence
Social Development
Concentration

Question 3

GENERAL: What are the components of the prepared environment?

Answer 3

CAPA

Children
Adult
Physical Environment
Atmosphere

Question 4

GENERAL: What are the physical components of the prepared environment?
(How can you prepare a physical environment?)

Answer 4

A.	Room and furnishings
B.	Order
C.	Beauty
D.	Cleanliness
E.	The outdoor component
F.	Didactic materials

Question 5

GENERAL: What is the role of the adult in establishing and maintaining a prepared environment?

Answer 5

POPE

Prepare and maintain the environment
Observe and present
Protect the rights and freedoms of the children
Establish guidelines

Question 6

What is the effect of the prepared environment on the movement on the child?

Answer 6

• Harmony of mind and body.
• movement and coordination gets the mind and body to work together
• freedom of movement, freedom of choice and freedom to spend as much time on an activity.

Question 7

How does a prepared environment support the child’s independence?

Answer 7

A Montessori environment supports the child’s needs and impulses towards independence:

• Independence in the freedom to gain experiences in the child’s own way.
• Furniture supports independence: size, accessibility
• functional independence: learn how to take care of himself (bathroom, drinking water, cleaning etc).
• Child sees himself as independent by taking care of self and community needs.
• emotionally and socially independent: self-control, respecting others, how to talk to others, and how to handle situations.
• Intellectual Independence: conscious choice of activity to guide its own development. Confidence about what to pursue.

Question 8

How does a prepared environment support the child’s concentration?

Answer 8

• Interest: Interest drives concentration. guide matches materials to child’s interest.
• Freedom: child has the freedom to pursue the activity they are interested in/to talk and socialize
• Respect: respecting child’s activity and concentration from other children.

Question 9

How does a prepared environment support the child’s Social Development?

Answer 9

• Mixed-age groups: rich social experience/variety of friends.
• Freedom to socialize: social development in Montessori is believed to be an important part of holistic development that must be supported. Children can talk to one another
• Grace and Courtesy: to aid self-expression and learn how to live with others; how to join a group, how to decline an invitation, etc.
• Discipline comes with Freedom: children learn to respect one another when working and playing.

Question 10

How can you prepare the physical environment ?

Answer 10

1. Room and furnishings:
   - Space: 35sqf/child. Not too big. Smaller classrooms tend to make children more aware of others.
   - Furniture: child-sized / built to scale of children / lowered ceiling is cozy
   - Windows: connect the child with nature: trees and birds, weather, seasons / good lighting
   - Open Space: flexible space / good view of whole classroom for observation.
   - Accessibility: tables, chairs arranged to allow easy access.
   - Storage: Cabinets to hide extra materials/less clutter.
   - Specialty areas: Reading area / snacks and water sources.
   - Maintenance: Keep everything in good condition / fix broken / paint chipped / Know what’s being used and what’s not.
   - Color: neutral colors / not gender-specific
   - Sizes: mixes ages = different chair and table heights.
   - Tables: individual and 2-person tables/ tables 3/5 the number of children/have chowkis/rugs
   - Temperature: children spend time on floor / temp not too hot and not too cold/Air quality.
   - Ventilation: open windows
   - Lighting: working properly / no flickering/adequate lighting.
   - Flooring: Carpeting the while classroom is not recommended/keep floors clean at all times, material you can clean & wipe/children can clean up spills on/change into classroom slippers to maintain hygiene.
   - Water source: used for activities/ washing hands/cleaning.
2. Outdoor component:
   - attached to indoor classroom.
   - Immersed in nature while doing work.
   - Awning or roof for protection is helpful.
   - Limit number of children that can be outside at one time/restrict no. of tables and rugs.
   - Activities outside that are not available inside/gardens/washing etc
3. Didactic Materials:
   - materials in the four areas.
   - they aid the child in his self-construction.

Question 11

What are the attributes (visual and psychological components) of the Physical Environment?

Answer 11

1. Order
   - Visual Order:
   * planned ahead of time/changed only when necessary.
   * everything is in the right place.
   * organized on shelves
   - Social and Emotional Order:
   * Guide models movement and language.
   * Guide is orderly herself/we don’t run if we want the child not to run/we don’t drink coffee and walk if we don’t want the children to do the same.
2. Beauty
   - Beauty attracts child to activity.
   - beauty in the atmosphere: the way we deal with each other/way we talk and be courteous/happy joyful environment.
   - Beauty in the physical environment:
   * art in the classroom/doesn’t have to be rotated
   * unique and beautiful pieces, vases, boxes: offer variety/sturdy
   * Don’t overstimulate children with too many things on the walls.
   * be mindful of what’s on the walls. They are not bulletin boards. Only put what you usually put on the walls of your own house.
   * frame artwork to highlight it
   * variety of beautiful and colorful flowers we make arrangments with/plants
   * farm animals outside/birdfeeders and birdbaths outside.
3. Cleanliness
   * it allows beauty to shine through
   * we model cleanliness so the children can see it then contribute to maintaining it.
   * children should be part of keeping the environment clean.
   * creates stronger social connections and sense of community

Question 12

Role of the Adult:

How can a guide prepare and maintain the environment?

Answer 12

• plan lessons/plan schedule for first weeks of school/plan songs and activities ahead of time.
• think about how to orient children and make them feel comfortable when they first start.
• Plan the classroom layout. don’t make major changes once setup.
• Plan for things you will add later/leave space for them on the shelves
• Maintainance: keeping everything clean, beautiful and orderly/paint, patch, repair and replace. It’s an all day task. Remove any chipped, missing materials until fixed.

Question 13

Role of the Adult:

How is establishing guidelines part of the prepared environment?

Answer 13

• Adult must establish guidelines and rules in the environment.
• Guide must think about these guidelines before school starts.
• Clear and consistent about what child can and can’t do.
• Our job to help child find happiness, peace and stimulation by setting these rules.