One of the fundamental components of Montessori pedagogy is the prepared environmentthat place designed to lead the child to the development of their maximum potential, a place designed for the child that has the warmth of a home, that receives, houses and invites you to be.

The child is the protagonist of his education, That is why the spaces that receive them are so important. Many times we find children’s spaces, designed for adult comfort, however, Every detail thought out in Montessori environments takes the child into account and they take the adult as the guardian of that environment and the necessary bridge for the child to take ownership of it.

In these environments We find specific characteristics that make them particularly attractive, beautiful and comfortable. The furniture is at the height of the child, the materials used for the activities are noble, come from nature, are mainly made of wood and glass, ceramics and metal are used for the activities.

These materials are beautiful and real and, in addition, they provide the child with information about their environment, through their temperature, weight and texture.

These subtle but immensely powerful details are whereThe prepared environment is transformed into a transformative space that connects the child with nature and, in turn, with the cosmic order of things, in which they can make real relationships and where the world outside the school is not so different from the one inside.

For this reason, Montessori insisted on creating spaces and activities that provide preparation for life itself.that develops the child’s potential and that that environment, where he spends many hours of the day, feels like a home, a welcoming space, that embraces a period of infancy, childhood and adolescence, leaving a mark and an indelible imprint on the lives of human beings.

Thinking about education, but also thinking about the environments where learning takes place, is a necessary task in educational transformation.

7 benefits that Montessori environments provide

The environment prepared in Montessori facilitates 7 aspects:

1. Self-construction and psychic development

All activities promote learning, the acquisition of skills and the intellectual development of the child. It aims that the child enjoys his self-education process in contact with the environment and can feel respected in their need and choice.

2. Thought and movement

Movement is a vital factor for the development of intelligence, the possibility of following one’s own internal motivation, the free choice of materials with which one wishes to work, developing an exercise of care and respect.

Give the child small responsibilities makes them able to take care of themselves, understanding that they are part of a community in which it is necessary to be empathetic in order to coexist. This gradually build critical thinking, the possibility of observing, questioning, saying, giving an opinion, in a space with a common order for everyone and clear limits that give containment to the daily task.

3. Capacity for choice, motivation, freedom and will

The free choice provides the possibility of carrying out an activity with greater joy, giving the child the possibility of knowing yourself and following your desire. The child knows what he needs for his evolution, that is why the guide accompanies his process, paying attention to his interests and providing the child with the necessary material to develop him.

In the first stage of development up to 6 years the child is getting to know himselfis ensuring itself in the world, it is observed to know what it has to contribute, from its singular, unique and unrepeatable place. The development of will is built with the possibility that the environment offers.

The child observes himself to know what he has to contribute, from his singular, unique and unrepeatable place.

There is one material per child, Sometimes waiting means exercising the will, Also in the environment there is uninterrupted work time, which means that the child has more than three hours to spend the day and internally organize his or her needs, do some activity, eat, go out to the outside environment, read, rest.

This time is a valuable gift in the development of will, gives the child the opportunity to work with the chosen material for as long as he considers necessary and this gives you a moment of improvement. “I can do it,” but the whole environment favors me to do it.

4. External order collaborates with an internal order

Once children enter the environment from the beginning, they are invited to be part of it. The environment is always organized, cared for, with materials in good condition and beautiful..

This produces a pleasant sensation that invites the child to take care of that spaceso specially prepared for him. Activities related to caring for the environment are presented, and the order guides them in how the materials should be usedin what condition they should be returned to the shelf (the same as I found them), clean and tidy.

In this way, internally, The child builds naturally and at his own pace, a relationship of love for the environment, which understands that it is not only part of it, but that it belongs to the entire community that shares its day.

May each day arrive and find things in their place, in the same place they were yesterday, It allows you to organize yourself, feed your mathematical mind, and feel safe and serene. Children feel calm when the outside is orderly, because their mind cannot yet predict or abstract, their mind is concrete.

Many times it serves as an example to think about our reality. When we enter our home after a long day away from home and find everything in its place, clean, a pretty vase, a rich aroma… Our mind, our body, our being are predisposed differently and internally. a pleasant sensation is produced.

If this does not happen, the tiredness of the day may become more acute and predispose us differently to enjoy the moment. The details make the differencethey give us the possibility of pampering ourselves. Have flowers at home, a beautiful blanket to keep us warm, a nice tray to serve tea, a nice tablecloth to enjoy the food. Details that at times fast-paced daily life have made disappear. Taking care of our environment, taking care of our place, is a powerful message for myself and those around me.

5. Self-discipline and internal reward

The adult perspective within Montessori environments is very important. The adult accompanies the child in the construction of their self-regulation, helping them to look at themselves, without sanctioning or putting themselves in an authoritarian position. Accompany the child in building self-discipline, first of all, You must do transformation work with yourself to then give rise to this task with the child.

The child is intended to be aware of his or her actions. and the natural consequences thereof. That is why the adult is not the one who regulates the child externally, but rather prepare an environment with clear boundaries, It shows how it works, it does not intervene in development processes, except when necessary and imperative, such as when they hurt themselves, when they mistreat a material or when they hurt others.

Another factor that collaborates and leads the child to self-control are fragile materialswhich give them a message of trust. They act as error control, since if they break they know that there is a consequence for their mistreatment and this is real. The same does not happen when the child handles plastic.

When the child seeks the adult gaze of confirmation or sanction, The guide invites you to reflect, through an observation or a question: «I see that your glass broke, remember that in this space we carry one thing at a time», «How can we put it together?», «I show you how we can lift the broken things from the ground», «I notice that you are running through the environment, do you need to go out to the garden?», «Do you remember how we talked in the environment?», «Do you need something? Do you want me to help you?» This makes the child aware and It invites you to think about what the adult is asking and thus choose or ask for what you need. The prepared environment permanently facilitates self-discipline.

The relationship that the child creates with the environment and with the achievement of materials generates an internal reward.

If I dropped something on the floor, I have everything I need to take care of it and pick it up and get it done successfully. This is why it is always so important Show children how materials are used and how the environment or the place where we live daily is cared for.

The relationship that the child creates with the environment and with the acquisition of materials generates an internal reward.they take pride in themselves when completing a job or conquering the use of a material, discovering a result or realizing something that is fantastic. The possibility of working from one’s own interest and with an adult perspective that supports, cares, is present but does not direct, does not intervene if not necessary, does not correct, does not even motivate, makes the child do everything for himself, giving himself that moment, feeling proud of it, without permanently seeking external approval.

6. Multi-age wealth

Montessori environments are characterized by receiving boys and girls of different ages.from 18 months to 24 months (which is called children’s community), from 2 and a half years, 3 to 6 years, (children’s house), from 6 to 9 years (workshop 1) and from 9 to 12 years (workshop 2).

In her research, Dr. Montessori observed that In the spaces where children of different ages lived together, new skills emerged in them and in turn helped them in the construction of their personality, it also allowed each child to advance at their own pace.

When there are many children of the same age in a learning group, we maximize the characteristics of those children because everyone at that stage has a similar energy. For example, younger children in a children’s home environment have the need to explore, to strengthen skills such as language, fine motor skills, sphincter control and to control their movements.

On the other hand, a four-year-old child is interested in order, in establishing himself in the environment, he already has a path, and older children play a leadership role: They assume responsibilities and turn to activities that require greater abstraction.

By having at least 7 children of each age group, These energies are accommodated because they are multiplied by 7 and not for 20, but at the same time something much more interesting happens: children help each other and the little ones can look at the older ones, who are only a year older, the desire to reach where that child arrived is close, possible to them.

The biggestfor its part, They can all fulfill their role as leadersshowing their unique qualities, having inhabited the environment for two or three years, gives them security. That time gave them the opportunity to get to know themselves and they know what they can offer to…