Saturday, December 1, 2012

Atrium as Prepared Environment

The atrium is a prepared environment in the Montessori sense - an environment with everything a child needs for this plane of development - everything there is corresponds to his needs and nothing present that he does not need at one point or another in that plane.

In considering the various atrium spaces in which I "reside" at various times throughout the week and month, and those which I frequently visit - I hope to observe more carefully and intentionally the outcomes of the prepared environment. I found this in editing my primary Montessori album, and want to apply it to the atriums.

What about you, readers? Your homes? Your atriums? Your Montessori spaces? Do you see these outcomes? Not just in the children, but in the adults as well? If so, what a blessing! If not, what could be improved? What needs and tendencies of the children are not being met, that are blocking these outcomes?
Human Needs
Human Tendencies

Results of the Prepared Environment
                The results of the prepared environment are many and varied and are not limited to the following:
  • functional independence
  • acquisition of skills
  • community and social cohesion
  • care of the environment
  • confidence
  • competency-based self-esteem
-      not the 'I am special, You are special' false outer self-esteem
  • respect
-      for other children
-      materials
-      other life
  • peacefulness
  • concentration[1]
  • keen sense of developed order –
-      carries over into other areas of life
  • feeling of security
  • sense of belonging –
                to something outside themselves
  • refined, graceful movements
  • love for learning
  • strong academic foundation
-      language, math
-      how the world operates (through sensorial)
  • strong connection to reality
  • able to follow-through – complete task
  • responsible
  • keen observers
  • appropriate risk takers –
-      not afraid to make mistakes
-      secure and safe environment
  • appreciation for nature
  • appreciation of other cultures
-      and for other types of differences
  • refined senses
  • joy
  • adaptability to new situations later

[1]  (“all learning depends on the ability to attend”)

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