In a Montessori classroom, a child is free to move about and explore the environment because with activity and movement comes learning. Movement, in fact, contributes not only to the physical, but also to the intellectual potential and spiritual development of the child. The child must have freedom achieved through order and self-discipline. The child in a Montessori environment can learn, discover and be creative. He has the freedom of choice and develops his individual interest.
The child learns best in a prepared environment. It is a place where the child can do things for him or herself.The environment is created in proportion to the child and his or her needs. They decide for themselves which materials to work with. “The extern material is then offered, and left freely to the natural individual energies of the children.
They choose the objects they prefer; and such preference is dictated by the internal needs of “physical growth. ” Each child occupies himself with each object chose for as long as he wishes; and this desire corresponds to the needs of the intimate maturation of the spirit a process which demands persevering and prolonged exercise. (Montessori, Spontaneous Activity in Education, 1969, p. 86) The teacher prepares the environment while offering activities after preparations. The teacher also functions as a reference person while also observing the child in order to help the process of “Learning how to learn”. This knowledge comes through his or her practice of observation.
However, it is the child who learns how to operate different items in the prepared environment. The child is free to move about and make choices about what he or she chooses to learn.There are also proper limits to the prepared environment. He or she may freely choose to work only from materials that he or she has been shown how to use.
He or she must use the materials properly and return them properly while not infringing upon the rights of others. This means that he or she is not free to waste his or her days disturbing other children. This type of framework helps the child develop freely in individuality and self-confidence. The child is given the opportunity to become independent and care for him or herself in a responsible way. A teacher simply assists him at the beginning to get his bearings among so many different things and teaches him the precise use of each them, that is to say, she introduces him to the ordered and active life of the environment. But then she leaves him free in the choice and execution of his work.
” (Montessori, the Discovery of the Child. 1972. P. 63) The exercises that are developed in the practical life area help the children to be independent and feel at home. There are example frame boards where the child learns to button, lace, hook, or tie things together.
This encourages them to practice putting on real clothes and dressing themselves. There are also sinks where the child can wash their hands. “The surrounding objects should be proportioned to the size and strength of the child: light furniture that can carry about; low dressers and low shelves that they can easily manipulate. Light doors that they can open and shut readily.
Brooms with short and smooth, light handles, clothes he can easily put and take off himself. ” (Montessori, Spontaneous Activity in Education, 1969, p. 5) Finally, general overall movement ties together the physical, intellectual, and spiritual qualities of each child. It keeps the entire child or adult healthy. Both the spirit and the intellect of the child or person depend on action to gather ideas and express him or herself. The “child is a discoverer” by nature, and it is through this active discovery that he or she learns.
The Montessori Method takes advantage of this by offering the child freedom of movement. Actually, freedom of movement is a significant portion of the whole notion of freedom in the Montessori classroom.Along with sensory education these methods help pave the way for developing the intellect as well as the spirit. “Through movement, the child acts upon his external environment and thus carries out his own personal mission in the world. ” Bibliography: Montessori, Maria. Dr.
Montessori’s own Handbook, New York: Schocken Books, 1965. Montessori, Maria. Spontaneous Activity in Education, New York: Schocken Books, 1969. Montessori, Maria. The Discovery of the Child, Ballantine Books, March 1972 Montessori, Maria. The Montessori Method, Schocken Books, 1964.
