Thriving Classroom
Creating a Thriving Classroom When first starting in early childhood the perfect classroom environment can easily be mistaken for a perfect quiet controlled one. The truth is one that is controlled only in small proportions by the adult and dictated by the children can prove to be a much more thriving and conducive environment. When working in a preschool room variety and observation is one of the top two ingredients for a successful room among many others. When preschool is mentioned the age group that is ideal for this is a multi-age from 2.5 to 5 years old. As Dr. Montessori expresses that this allows children to mentor and learn from different ages of development (Jaruszewicz, 2013). The other ideals for a thriving classroom come from different curriculums and theories. The theories I will explore will be intertwining the classic Montessori methods and Reggio Emilia method with the more modern methods and principles of creative curriculum. The Montessori methods and practices are very common and hints of this can be found in almost every curriculum now (Jaruszewicz, 2013). The prepared environment is one of the most effective parts of a thriving a classroom. This will not only help the exploration of children but give the classroom regulation and a sense of predictability. Having a classroom that is age appropriate everything from toys to furniture is setting a safe and productive environment that can produce challenges and help master skill sets.” Montessori believed that the environment in which children learn should be meticulously prepared and organized to offer materials and activities in a carefully orchestrated sequence.” (Jaruszewicz, 2013)The prepared environment means having the centers set in clearly marked sections, organized area for every item in the classroom, the materials that are needed for the lesson plan readily available, and the centers in areas that will not disturb others. The centers are to include math, writing, science,
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