The Prepared Environment

Montessori classrooms provide a prepared environment where children are free to respond to their natural tendency to work. The prepared environment offers the essential elements for optimal development. The key components comprise the children, teacher and physical surroundings including the specifically designed Montessori educational material. Characteristics of the prepared environment include: Beauty, order, reality, simplicity and accessibility. Children must be given freedom to work and move around within suitable guidelines that enable them to act as part of a social group. Children should be provided with specifically designed materials which help them to explore their world and enable them to develop essential cognitive skills. Mixed age groups (eg. three to six, six to nine, nine to twelve) encourage all children to develop their personalities socially and intellectually at their own pace. "Beyond the more obvious reasons why it is sensible to group the ages three by three, such as the little ones learn from the older children and the older ones learn by teaching the younger, every child can work at his own pace and rhythm, eliminating the bane of competition, there is the matter of order and discipline easily maintained even in very large classes with only one adult in charge. This is due to the sophisticated balance between liberty and discipline prevalent in Montessori classrooms, established at the very inception of a class. Children who have acquired the fine art of working freely in a structured environment, joyfully assume responsibility for upholding this structure, contributing to the cohesion of their social unit." There are prepared environments for children at each successive developmental plane. These environments allow children to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently.

MONTESSORI AT HOME & HOMESCHOOLING ENVIRONMENTS

Many families are using Montessori principles at homes to provide to provide supportive environments for infants, to supplement the Montessori or other schooling of their children, to make their school studies more vibrant, to teach independence, or sometimes even to completely homeschool their children. Often these parents mistakenly think that they need expensive materials which have been produced for many years for Montessori schools. These materials are made to withstand the constant use of many children over many years and their cost reflects this durability. It is quite possible to provide a Montessori environment without these materials.

THE ROLE OF TELEVISION
Of course these are valuable tools for education, but we must keep them in balance with other experiences. In support of this balance, here is a quote from the July 1997 issue of The Atlantic Monthly: "Sesame Street" . . . has been around for twenty years. Indeed, its idea of making learning relevant to all was as widely promoted in the seventies as the Internet is today. So where's that demographic wave of creative and brilliant students now entering college? Did kids really need to learn how to watch television? Did we inflate their expectations that learning would always be colorful and fun? . . . . and finally I see a parallel between the goals of "Sesame Street" and those of children's computing. Both are pervasive, expensive and encourage children to sit still. Both display animated cartoons, gaudy numbers and weird, random noises . . . both give the sensation that by merely watching a screen, you can acquire information without work and without discipline.
Television . . .Is an anti-experience and an anti-knowledge machine because it separates individuals from themselves and from the environment and makes them believe they are living while they are only observing passively what other people decide to make them see. - Dr. Silvana Montanaro, MD, Psychiatrist, Montessori Teacher-Trainer
The primary danger of the television screen lies not so much in the behavior it produces as the behavior it prevents... Turning on the television set can turn off the process that transforms children into adults. - Urie Bronfenbrenner, Professor of Human Development, Cornell University

APPLY TO BECOME A "MONTESSORI MATERIALS" MEMBER OF WWW.MONTESSORI.EDU:

Educational materials suppliers of interest to Montessori teachers or parents who are interested in using Montessori philosophy at home are welcome to apply for www.montessori.edu membership. Acceptable companies should be overseen or approved by a certified Montessori teacher or trainer or have a good reason for applying for membership.

EDUCATIONAL ENVIRONMENTS AND MATERIALS - BIRTH TO AGE 12+

A sparse environment of carefully chosen materials calls the child to work, concentration, and joy. A crowded or chaotic environment can cause stress and can dissipate a child's energy. As Montessori education becomes more popular more materials are produced which are labeled "Montessori" and one must be more and more careful in selection. Too many materials, or inappropriate materials can be worse than too few.
Birth to Age Six: Before the age of six, a child learns from direct contact with the environment, by means of all the senses, and through movement; the child literally absorbs what is in the environment. The toys and materials in the home and school for this period of development should be of the very best quality to call forth self-respect, respect and care from the child toward the environment, and the development of an appreciation of beauty.

Age Six to Twelve: From age six to twelve, "the age of the Imagination," the children produce so much -- charts, models, books, timelines, maps, books, plays, etc. -- that the environment must be continually pared down to the essentials so that the children continue to create. Sensorial-manipulative materials, such as multiplication bead frames, can also be used for older children, but should be left behind as soon as the child is ready to work in the abstract. The materials for this age are made during Montessori teacher training and are usually of no value to untrained teachers. However the philosophy of respecting the child's choice and following the direction of his interests is of value anywhere.

Age Twelve +: From age twelve to eighteen, the child's education becomes more traditional: books, computers, and the tools of the place where he may be apprenticing or doing social work. This is transition to adult life during which time the child learns to function in the real world.  The environment now includes the farm, the public library, the work place, the large community.
At all ages, since the adult's special interests usually lie in one or two areas of study, we must be sure to introduce him to materials and lessons in all areas, all kinds of experiences, and not limit him to our own interests. In the words of the famous music educator Dr. Shinichi Suzuki, "What does not exist in the cultural environment will not develop in the child."

Maytime Montessori Nursery and Preparatory School.

Welcome to Maytime Montessori Nursery and Preparatory School.

We have been established for 30 years. We are a family run business and have been recognised locally for our excellence in early years education.

Staff are fully qualified with many years of experience. They also recognise and understand that all children are individuals with a variety of need and all with different learning patterns.

• Nursery Vouchers accepted.
• Full & Part Time Places
• French / Music & Dance Available
• Special Dietry Needs Catered For

Nursery Facilities
Outdoor Play Area, Separate Baby Units, Meals, Play Areas

Types of Nursery
Funded Places, Part-Time Places, Montessori, Office for Standards in Education

Nursery Education
Learning Activities, Reading Activities, Special Needs, Pre-School Education

THE ENVIRONMENT

Montessori newsletter on the home environment for children from birth to age 12 years:

The Montessori learning environment is much different than the traditional model. Instead of information passing from the teacher to the student, the teacher is skilled in putting the child in touch with the environment, and helping him learn to make intelligent choices and to carry out research in a prepared environment. The teacher then protects the student's concentration from interruption. This fosters a love of lifetime learning in the student. Keep in mind a triangle: the student, the parent or teacher, and the environment. It is the role of the adult to prepare, and continue to prepare, the environment, to link the child to it through well-thought-out introductions to books and materials, projects, and lessons, which nurture the child's exploration and creativity. Children thus taught often surpass both the level of education of their peers, and the knowledge of the adult in all areas -- then they learn to find answers for themselves. The Montessori school environment is arranged according to subject area -- cooking, cleaning, gardening, art, caring for animals, library corner, etc. -- children always free to move around the room instead of staying at desks. There is no limit to how long a child can work on something she has chosen. At any one time in a day all subjects -- practical work, math, language, science, history, geography, art, music, etc. -- will be being studied, at all levels, by children of mixed ages learning from each other, facilitated by careful observation, individual lessons, record keeping, and help of the teacher.

A Montessori Poem

By Bree Van Nes

A Montessori class is like no other,
Calm and peaceful, neutral in color
Amazing materials to challenge the mind,
And countless opportunities to grow and to shine,

A harmonious tone, where grace and courtesy are seen,
Children helping, children learning, exploring why leaves are green,
A joyous community where independence abounds,
Learning through the senses, sandpaper letters to learn the sounds,

Learning about the continents, working with landforms too,
Learning the parts of an insect, persevering to tie your shoe,
Pushing in your chair, rolling up your mat,
Using the Moveable Alphabet to spell the word, ‘c-a-t’

An environment where children work at their own pace,
Discovering, exploring, no pressure to win the race,
A philosophy that helps children be all they can be,
Guiding their learning by following their lead,

Intrinsically motivated,
Independent too,
The power of the absorbent mind
Soaking up knowledge through and through

Maria Montessori is one of a kind,
An acute observer, an intelligent mind
She believed in following the child’s lead,
And giving children the tools to help those in need

A Montessori class is like no other
And a teacher I’m proud to be
A role model, a facilitator, a nurturer, a friend,
Guiding them on a journey that I hope will never end

I feel so proud, so honored and blessed
To help each child achieve their best
To instill in them a love for life,
A passion for learning and a zest for life

Thank-you Dr. Montessori for inspiring me each and every day. I feel like I am on a constant journey and each day the children have something more to teach me. I can’t even put into words how much I love being a Montessori teacher - I wake up every morning excited to start my day and honored to be able to experience learning through the eyes of a child!
With thanks,

MONTESSORI TEACHERS

The adult in charge of these environments requires unique preparation. The traditional Montessori training is a full year of graduate work for each of the following three age levels, and stages of development, of children: Birth to three years Three years to six years Six years to twelve years. The Montessori middle and high school teacher ideally has taken all three training courses plus graduate work in an academic area or areas.

Out of a spirit of enthusiasm for following Dr. Montessori's ideas there is a wide variety of teacher preparation. Some have taken intensive, yearlong graduate courses, studying under experienced master teachers who have themselves undergone an exacting teacher-training certification program of several years duration. These Montessori teacher-trainees have earned their certification by passing rigorous practical, written, and oral exams. Others have simply read one of Dr. Montessori's books and applied some of her ideas in a daycare environment. Between these two extremes there are many other examples and no official check on the use of the word "Montessori." Due to the wide variation of the preparation of adult there is a corresponding variety in the success and quality of schools.

We know that allowing for the work of the inner guide is the hardest part of working in the classroom. It is easy to emphasize our own agenda; to weigh the academics disproportionately, to push for the quick solution, to substitute our will for the child's. It is so difficult to keep from over-directing, to observe without judgment, to wait for the child to reveal herself. Yet, over and over again, when we do honor that inner guide, the personality unfolds in a way that surprises - that goes beyond what we could direct or predict.

   - Dr. Sharon Dubble, Ph.D., Professor, Loyola College in Maryland

Montessori education has worked all over the world, with all kinds of children (wealthy, poor, gifted, normal, learning disabled, blind, etc.) and environments (from refugee camps and slums, to elegant schools in beautiful private homes). It is not the richness of the environment that determines the success of the Montessori method, but the preparation of the teacher.

Dr. Montessori learned early in her work that the education of teachers who are able to kindle flames rather than just fill vessels is not so easy. The Montessori method is philosophically and practically different from other educational methods, and also very different from the personal educational experience of most adults who become Montessori teachers. The words "directress" or "guide" is sometimes used rather than "teacher" because of the different role of the adult in relating to the child - directing him to find the best way to learn from the environment rather than from the adult.

Good Montessori teachers come from varied backgrounds, from artists to scientists, mountain climbers and dancers, to grandmothers! What qualities are needed to become a Montessori Directress/Director?

A commitment to the full development of the child -- to helping the child's personality unfold. Someone who therefore seeks tirelessly to gain the interest of each child -- ready to enthuse him but also able to stand back and take a supporting role when the child has become engaged in his own work. Also patience, a sense of humor, and a wide variety of interests which will help to bring perspective to their work and enhance the children's lives.

Maria Montessori

Maria Montessori was born in Ancona, Italy in 1870. She quickly distinguished herself from other girls of her social standing (middle-class but not very well off) by her determination to have a good education. In the face of opposition from her father she studied engineering at University and later switched to medicine; eventually she qualified as Italy's first woman physician.

Circumstances forced upon her the role of a pioneer for women's rights, and throughout the first half of her life every achievement was gained in the face of opposition from men who could not accept her encroachment upon their professional lives - which until then had been exclusively male preserves.

She was highly intelligent, accustomed to question the dogmas of her time and passionately committed to humanitarian causes. These factors combined to awaken her interest in the development of intelligence in the human being and in how children can be helped to achieve their full potential.

In 1901 she was appointed director of a centre for 'deficient and insane' children in Rome. She was appalled by the lack of respect shown to the children by the nursing staff and the starkness of the surroundings in which they were kept. She became personally involved in providing them with loving care and in enriching their environment. 

The application of a systematic, scientific approach combined with a loving,  maternal relationship with the children, allowed her to tailor programmes of education relevant to their specific needs - soon they began to learn things of which they had previously been considered incapable.

Her 'deficient' students were able to pass exams sat by 'normal' children of comparable ages in the public school system. The authorities would have been happy to applaud her results if she had been prepared to restrict herself to the specialist field of teaching children with special needs, but, awkwardly, Maria Montessori was not content to be sidelined in that way. She pointed out that the conclusion to de drawn from her results was not that she was an exceptionally good teacher but rather that the public school system achieved very little for the children who were forced to go through it.

"I studied the children and  they taught  me how to  teach them."

In 1907 she was given the chance to organise day-care for pre-school-age children from the slums of one of Rome's worst suburbs. Previous provision for the children had been appalling and they came from such squalid home conditions that they had little conception of how to behave in a civilised manner.

Maria Montessori applied what she had already learnt; she gave the children an opportunity to care for, and maintain, their own environment; she showed them how to look after themselves; and she provided them with interesting and well-constructed materials. Soon her results started to exceed even what she had expected. Whereas the children with special needs had had to be encouraged to take an interest in the materials that she provided, these children had an avid interest in everything - especially in objects that were clearly identifiable as being related to things in real life or which challenged the mind in a new way.

These 'Casa dei Bambini' (Children's Houses) established Maria Montessori's reputation and attracted attention from all around the world.

Worldwide interest in her methods was intense, and she travelled to America in 1913 where she worked with Alexander Graham Bell, Thomas Edison and Helen Keller. Subsequently many of her ideas were incorporated into nursery schools across the western world.

She returned to Italy to work as the director of schools in 1922  but left in 1934, due to her opposition to fascism. She spent the Second World War in India where she was interned by the British but was allowed to continue working - training teachers - and after the war founded teacher training centres in London and in the Netherlands. She died in 1952.

Famous Psychologist

Alfred Adler

Best Known For:

• Individual Psychology
• The concept of the inferiority complex
• President of the Vienna Psychoanalytic Society, 1910

Birth:

Alfred Adler was born February 7, 1870.

Death:

Alfred Adler died May 28, 1937.

Early Life:

Alfred Adler was born in Vienna, Austria. He suffered rickets as a young child which prevented him from walking until the age of four. Due to his health problems as a child, Adler decided he would become a physician and, after graduating from the University of Vienna in 1895 with a medical degree, began his career as an ophthalmologist.

Career:

Alder soon turned his interests toward the field of psychiatry, and in 1902 he was invited to join Sigmund Freud's psychoanalytic discussion group. This group met each Wednesday in Freud's home, and would eventually grow to become the Vienna Psychoanalytic Society. After serving as President of the group for a time, Adler eventually departed due in part to his disagreements with some of Freud's theories.

In 1912, Alfred Adler founded the Society of Individual Psychology. Adler's theory suggested that every person has a sense of inferiority. From childhood, people work toward overcoming this inferiority and asserting their superiority over others. Adler referred to this as 'striving for superiority' and believed that this drive was the motivating force behind human behaviors, emotions and thoughts.

Contributions to Psychology:

Alfred Adler's theories have played an essential role in a number of areas, including therapy and child development. Alder's ideas also influenced other important psychologists, including Abraham Maslow, Carl Rogers and Karen Horney.

Selected Publications:

Adler, A. (1925). The Practice and Theory of Individual Psychology. London: Routledge.

Adler, A. (1956). The Individual Psychology of Alfred Adler. H. L. Ansbacher and R. R. Ansbacher (Eds.). New York: Harper Torchbooks.

What Is Child Psychology?

A Brief Overview of Child Psychology

Child psychology is one of the many branches of psychology and one of the most frequently studied specialty areas. This particular branch focuses on the mind and behavior of children from prenatal development through adolescence. Child psychology deals not only with how children grow physically, but with their mental, emotional and social development as well.
Historically, children were often viewed simply as smaller versions of adults. When Jean Piaget suggested that children actually think differently than adults, Albert Einstein proclaimed that the discovery was "so simple that only a genius could have thought of it."
Today, psychologists recognize that child psychology is unique and complex, but many differ in terms of the unique perspective they take when approaching development. Experts also differ in their responses to some of the bigger questions in child psychology, such as whether early experiences matter more than later ones or whether nature or nurture plays a greater role in certain aspects of development.

The Different Contexts of Child Psychology

When you think of development, what comes to mind? If you are like most people, you probably think about the internal factors that influence how a child grows, such as genetics and personal characteristics. However, development involves much more than the influences that arise from within an individual. Environmental factors such as social relationships and the culture in which we live also play essential roles.
Some of the major contexts that we need to consider in our analysis of child psychology include:

• The Social Context: Relationships with peers and adults have an effect on how children think, learn and develop. Families, schools and peer groups all make up an important part of the social context.
• The Cultural Context: The culture a child lives in contributes a set of values, customs, shared assumptions and ways of living that influence development throughout the lifespan. Culture may play a role in how children relate to their parents, the type of education they receive and the type of child care that is provided.
• The Socioeconomic Context: Social class can also play a major role in child development. Socioeconomic status (often abbreviated as SES), is based upon a number of different factors including how much education people have, how much money they earn, the job they hold and where they live. Children raised in households with a high socioeconomic status tend to have greater access to opportunities, while those from households with lower socioeconomic status may have less access to such things as health care, quality nutrition and education. Such factors can have a major impact on child psychology.

Remember, all three of these contexts are constantly interacting. While a child may have fewer opportunities due to a low socioeconomic status, enriching social relationships and strong cultural ties may help correct this imbalance.

Topics Within Child Psychology

Child psychology encompasses a wide range of topics, from the genetic influences on behavior to the social pressures on development. The following are just some of the major subjects that are essential to the study of child psychology:

Teacher Workshops

This program invites local, regional and future teachers to learn more about the connections that can be made between contemporary art and traditional curriculum. During each workshop you will explore the exhibitions with our Education staff, participate in hands-on activities and take home lesson plans and other tools for classroom use. This popular program is great for networking and teacher training, development and continuing education as participants can earn CEUs. Bonus: each workshop includes delicious snacks and refreshments! 
Teacher Workshops are FREE to teachers and education students, but space is limited and reservations are required.
Please contact: Katie Labmeier 513.345.8419 klabmeier@contemporaryartscenter.org

Monday, October 25 • 6-8pm
Jumex Collection: A Thousand Ways to Speak

Presented by Althea Thompson, National Board Certified Teacher, School for the Creative and Performing Arts
This Teacher Workshop addresses the dynamic, playful and personal way artists and students can use text in the contemporary world. The workshop will give teachers the opportunity to build texts that reflect their own voice in a response to museums as institutions—using digital technology, fiber arts, painting and installation. The program includes a tour of the exhibition.

Monday, February 7 • 6-8pm
UnMuseum: Look, Touch, Listen

Presented by Vicki Sapp: Newport Junior High School Art Teacher and KYAEA Vice President and Regional Director

Full of interactive artworks, the UnMuseum represents a groundbreaking concept in education. The CAC commissions first-rate artists to create special exhibitions and works of art that speak to young audiences. This Teacher Workshop probes the foundation of what makes the UnMuseum so special and provides a great example of how all of the senses can be incorporated into interdisciplinary lessons.


Monday, April 11 • 6-8pm
Keith Haring: Community

Presented by Mary Glynn Auer: art faculty at Fairview German Language School
In his short but prolific career, Keith Haring brought together many people to create artwork, performances and exhibitions. This Teacher Workshop will highlight Haring’s use of community in his artwork and help you explore the potential of community in your classroom. Showcasing many works never before exhibited, the CAC's Keith Haring: 1978-1982 provides ample opportunity for arts integration into curriculum.

Excellence In Education

Excellence In Education

The concept of excellence in education is one that, on the
surface, seems to be unquestionable. After all, who would
not accede that students within our schools should, in fact,
excel? Certainly teachers, parents, and administrators can
agree on excellence as an aim to shoot for. The
interpretation of the term "excellence" is, however, less
obvious. How do we regard excellence? Is it the college
bound student with a broad liberal arts education? Is it the
student who graduates high school trained in a specific
trade? Many in the field of education cannot come to an
agreement on how our schools can best achieve excellence
for and from our students.

One of the many authorities who have contributed a model
for what schools should be is Robert L. Ebel. According to
Ebel, knowledge is the single most significant and most
important goal in the education of children. In his article
"What are schools for?" Ebel answers "that schools are for
learning, and that what ought to be learned mostly is useful
knowledge" (3). He builds this declaration in answer to
trends in education that focus upon other aspects of
learning in schools. Ebel states in the beginning of his
article, that he does not assume schools should be social
research agencies, recreational facilities, adjustment
centers, or custodial institutions. (3). While he does not
deny that our nation is currently wrestling with a dreary
array of social ailments, he does argue that the answer to
such problems can or should lie within the jurisdiction of
our schools.

The Purpose Of Education

The Purpose Of Education:-

 Education is defined as the act of acquiring general knowledge, developing the powers of reasoning and judgment, and preparing oneself intellectually for a mature life. Society will collapse if children do not go to school to become educated. Not one child will be smart enough to sit in a leading position and to know how to make the correct decisions. The primary purpose of education is to help children get into college or get them a good job to become better more efficient members of society.

Many parents and teachers make children believe that the entire purpose of education in school is to get them a paying job so that they can afford to stay alive. To do this, children must pass through elementary, junior high, and high schools to get into a decent college to become good at one thing in particular and then do that until the day they die. It is only partially true that education is for getting a job. People can only afford to live decently by having a well paying job. But one can only get such a job if he or she has the proper education. Education is necessary to get into a college to get a job to survive and keep living. Other figures of authority or importance will tell children that the purpose of education is to make them become happy and competent human beings. But people will be happy if they have money to pay for things and opinions to share with others. Getting an education to go through college helps all children who succeed in doing so become competent members of society. And due to this, the children can earn well paying jobs that will help them survive through their lives. Education also helps children become happier, knowing that they can input their educated opinions into different areas of life. The purpose of education is to get children into college so that they can get a good job and become resourceful members of society. This will also help to allow the children to become happier, more competent human beings.