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Montessori environment and standardization: fostering children's harmonious development

Maria Montessori, a 20th-century Italian physician and educationalist, developed an innovative educational approach that bears her name. Her method is based on the concept that every child has an innate potential that can flourish in the right environment. For Maria Montessori, the environment plays a crucial role in a child's development. It influences their interactions, learning and ability to concentrate. In a Montessori environment, elements such as order, aesthetics, accessibility and freedom of movement are carefully thought out to encourage autonomy and exploration.

In this stimulating environment, children develop their cognitive, emotional and social skills. They grow up harmoniously. At Art-Montessori, we are committed to helping you set up these spaces, by offering you furniture and adapted Montessori material. 

The principles of the Montessori environment

Key elements of a Montessori environment

The Montessori environment is designed according to fundamental principles designed to support children's autonomous development. These principles include :

  • Order: activities and materials are arranged in a logical, orderly fashion. Children can easily find what they need.
  • Aesthetics: the space is attractive, carefully prepared. Carefully chosen colors create a peaceful, harmonious atmosphere.
  • Accessibility: furniture, from tables to shelves, is adapted to children's height. Little ones have easy access to activities.
  • Freedom of movement: children move around freely and choose their activities according to their interests.

These basic principles help to promote independence, concentration and learning in children:

  • The order and calm aesthetics of the Montessori environment help create an atmosphere conducive to concentration and exploration. 
  • Accessible materials encourage children to make independent choices and develop practical skills. 
  • Freedom of movement allows them to explore their environment, work at their own pace and concentrate on the activities that interest them most.

Preparing the Montessori environment

Preparation of the Montessori environment means :

  • furniture layout ; 
  • organization and rotation of activities ;
  • the harmony of space.

Indeed, a pleasantly decorated, welcoming space contributes to children's well-being, relaxation and calm. They are in a better position to explore and learn.

The organization of this environment is essential to encourage the children's concentration and commitment to their activities. The educator prepares these activities meticulously:

  • Their attractive presentation stimulates the desire to explore.
  • They arouse children's curiosity.
  • They are presented in a well-thought-out order, with thematic shelves and corners, such as practical life, the latest trends, and more. sensory activitiesthe digital composition traysthe free-motion structuresThe range of activities can be varied, from the most difficult to the most challenging. 

The key is to make these activities accessible. This is where the choice of furniture and its positioning are essential to developing young children's autonomy. Furniture heights should be appropriate to children's height. This enables them to see objects properly and grasp them without difficulty. The Montessori environment encourages independence and self-confidence.

This arrangement of Montessori furniture gives pride of place to children's freedom of movement. They come and go according to their interests and the tasks they perform. Autonomous, they develop their sense of responsibility.

Montessori pedagogy and standardization

The word normalization can be misinterpreted in today's world. We have all kinds of standards, and a person is said to be "normal" if he or she fits these standards.

For Maria Montessori, the word "standardization" does not refer to standards set by society, but by nature. 

The child's environment: the key to normalization according to Maria Montessori

In Montessori pedagogy, the word "normalization" has a very specific meaning: normalization is the ability to develop the full potential of the human being without obstacles.

Maria Montessori believed that every human being is born with the potential necessary for physical and mental development. If a child's natural development can run its course unhindered, normalization will be possible and he or she will become a balanced adult.

Unfortunately, all too often, the human being encounters obstacles in the course of his or her development (physical or psychological), resulting in what Maria Montessori called deviation. If this deviation lasts only a short time, it can quickly be returned to its normal course. On the other hand, the further this force takes the child away from its normal course of development, the longer it will take to return to normal.

As adults, we need to ensure that we remove any obstacles to normalization:

  • The adult thinks and designs the environment for the child. The child must be able to act freely in it and find the tools to meet his or her inner needs.
  • It makes this environment lively and attractive to the child. The child must feel the desire to come into contact with his environment, which remains the key to normalization.

The signs of normalization according to Maria Montessori

  • The child is calm, content and happy.
  • The child is engaged in all kinds of constructive activities.
  • Children are able to choose their own activities.
  • The child can motivate himself to repeat his activities.
  • The child achieves a high level of concentration in his work.
  • The child can cooperate.
  • The child is helpful.
  • Children find joy in everything around them.
  • Children don't need us to tell them what to do.
  • Children are their own masters.
  • The child is aware of his environment.
  • Children are responsible for their own actions.

The role and position of the adult as observer and guide in the Montessori environment

The adult supports the child's normalization by offering kind assistance when needed. They encourage autonomy while respecting each child's individual rhythm. They therefore have a role to play in the child's self-construction process.

He offers his services :

  • He is not the cause of development: the child builds himself and the adult is at his service.
  • He acts on the periphery: he must not be the focus of the child's interest. On the contrary, he must be like a shadow, intervening only at the child's request.

He has duties:

  • preparing the environment ;
  • bring children into contact with their environment;
  • take care of the Montessori environment and make it attractive and lively (e.g. add or remove activities);
  • remove any obstacles;
  • know how to observe and draw well-founded conclusions.

The adult must be ready:

  • He has knowledge of child development and the conditions for its success;
  • He is familiar with the teaching materials and presentations used;
  • He knows how to challenge himself.

Every element of the Montessori environment contributes to creating a place conducive to learning and normalization. Children learn to be independent, focused and respectful of their environment. Order and organization help them to concentrate and find their place in space. Hands-on activities and sensory materials encourage them to explore and learn by manipulating, with their senses alert. Quiet corners offer moments of relaxation.