Preparation of a Montessori Home Environment
1. mirror at child's eye level
2. toothbrush and comb within reach
3. towel, wash Cloth and towel rack within reach
4. steps at Sink so child can turn on tap and wash hands.
1. Low clothes rack and hooks in closet
2. Place for raincoat, boots, rubbers, snowsuits, shoes, etc.
3. Place to hang up uniform each day
4. A bed that Child can enter and exit by himself
5. A small table and chairs
6. A shelf for books
7. Toy shelves - low and in neutral color.
Shelves preferred over toy box because they attractively display toys.
1. A small comfortable chair near a good light
2. The possibility to see outside through a window
3. Beautiful, interesting objects in the environment that the child can safely handle.
1. Child's own chair at the table
2. Possibility of getting own water at the sink when he wants it.
3. Sponges and towels at child's level so he can wipe up his spills.
4. A low drawer that contains any materials he needs for participating actively in the care of the home environment.
All children should know the names of all objects in the home environment.
Activities A Small Child Can Easily Perform In The Home Environment
2. SCRUBBING SINKS
a. material: a sponge 2"x3", a small can of cleanser with only one hole uncovered. (CAUTION: The cleanser should be stored out of the child's reach.)
b. In the first stage the adult applies the cleanser, the child turns an the tap and scrubs the sink with a sponge.
c. Later the child applies the cleanser under adult supervision and then carries out the activity as above.
Put bags on floor. Let child hand you things and put away things at his own level. (CAUTION: Some cans are too large to be lifted safely by a child.)
a. Material: Pretty flannel cloths cut 6"x6", a small baby's hairbrush, some place to put the dirty cloth.
b. Call child's attention to the dust.. Ask him If he would like to be a helper. Show him how to wrap the cloth around his fingers and wipe away the dust in slow careful strokes, changing position of the dust cloth on his fingers an he notices dust collect. The brush is used for carved furniture, nooks and crannies.
c. Child can dust furniture tops, legs, baseboards, corners,' ornaments. etc.
a. material a vacuum cleaner.
b. Most children love to run vacuums. Show child how to connect the parts of the vacuum. (CAUTION: Make it clear that an adult Is to plug it in!!) Show him how to turn it on and off and how to clean different parts of the rug.
a. material: small broom, brush, dustpan.
b. Show child how to sweep dirt into a pile with the broom. Hold dustpan and sweep dirt into it with the little brush.
a. material:. small attractive pitchers.
b. Child can pour milk, juice and water for himself & others. At first pitcher should contain only as much as the glass or cup two-thirds full. Later pitcher contains more than one glass will hold.
Child helps mother put out dishes and silver and carries them to table one thing at a time. Later mother sets one place as an example and child sets a place for each family member. Finally child sets table by himself, counting out each thing he needs. Of course, items should be put down within the child's reach.
a. material. small sponge 2"x3"
b. Show child how to wet and wring out sponge from tap.
Child carefully sponges off counters, etc., putting crumbs in a pile or sweeping them into his hand.
10. PUTTING AWAY TOYS
This is a habit. Encourage your child to replace each toy on the shelf after he has used it. Sometimes children get out so much so fast that they get frantic and impossibly frustrated. If this happens, the adult should put away the toys with a friendly manner and say nothing.
helping wash a car
helping wrap pkgs.
folding cloths and linens
storing cloths and linens
watering plants indoors & outdoors
helping decorate home for holidays
sorting clothes for a wash etc.
When your child performs an activity to help care for himself or the home environment, PRAISE him regardless of the result. Do not redo any part of his project in front of him, and if possible do not correct any part of it at all. As your child gets more practice and becomes able to perform the physical parts of the activity with ease, he will begin long cycles or repetition. These cycles or repetition are often annoying to adults. However, they enable the child to work with interest and eventually, concentration.
Socially, Your child will go through three main stages, First he will perform an activity for himself and his inner needs. Later he will be able to perform the task occasionally when asked. At this point the child begins to control his will. Finally, (about 1 to 1.5 years later) he will perform the task any time asked or whenever he sees a practical need.
^ without making a big mess. Have several beach towels on hand to help clean up the water. Several times later there will be very little spilling and the child will be able to do most of the clean-up himself. DURING THIS TIME IT IS IMPORTANT FOR THE ADULT TO MAINTAIN A FRIENDLY ATTITUDE AND A SENSE OF HUMOUR! Remember, praise your child for what he does and tries to do.
^ through participation in the everyday life of the family. They are order, sequence, independence, self-control, self-respect, and the joy of learning and accomplishing something purposeful. A child lives to work. From this vital work of building a man, he derives the joyfulness that learning through discovery can bring. All of this will result in a man who will enjoy the lifelong feeling of self-respect, independence and concern for others.
Toys should be safe, They should challenge your child's interest and imagination without being too difficult or too easy. If your child plays poorly or destroys a toy, it is either too simple, too difficult, or is in such deteriorated condition that,-it is impossible for him to use it with a sense of joy, wonder or fulfilment.
We recommend neutral coloured toy shelves because they offer the possibility of displaying a toy is such away that it attracts and lures the child to it. Each toy should be washed often and have all of its parts. If a toy Is difficult to store or keep neatly on the shelf, make an attractive small box for it. Each toy that has removable parts should have a beautiful small box for the storage of those parts.
Marvellous handles for wood puzzles can be made by using a wood awl and making a small hole in each piece. Put a little glue in the hole and insert a mini eye screw. Also it helps the adult if he numbers each puzzle and all of its corresponding pieces on the back.
Toy rotation results In better use of toys. Children always feel that some of their toys are "new". Only 8-9 toys need be on the toy shelves at one time. The others should be stored accessibly. As your child tires of some toys, they can be replaced by stored toys. Of course If a child asks for a 'stored toy", he should be able to have it.
e.g. Learning the terms "big" and "small" using the biggest and smallest cubes of the Pink Tower)
Period 1 – Naming
Always isolate in the first period.
"This is big, big, big" .... Move out of the way and replace with small cube.
"This is small, small, small." .... It is good to repeat names a few times in different intonation and often worth asking the child to repeat it.
With sandpaper numbers and letters ask the child to trace and say in the first period.
Period 2 – Association/Recognition
Place both cubes together
Start with the last object named.
(This only applies to Sensorial and Language)
Math must be taught in sequence.
Ask the child to show you the small cube. Repeat several times,
e.g. "Point to small, Where is large, lift and handle small."
Period 3 – Recall
"What is this ?"
Isolate the object, starting with the last object shown
Ask the child to name the object.
"What is this?"....point to object.
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