Why Are Interiors Materials Essential Parts of the Prepared Environment? Discuss How to Introduce the Child Into the Exercises with the Censorial Materials. By neurasthenia Next to the family, the Interiors classroom is the place of importance in the world off child, The Interiors classroom is a social institution that not only determines the present state of the child but also their future. In “The Absorbent Mind”, Dry Maria Interiors wrote, *The most important period of life is not the age of university studies, but the first one, the period from birth to the age of ix. Or that is the time When man’s intelligence itself, his greatest implement is being formed… At no other age has the child greater need of intelligent help, and any Obstacle that impedes his creative work Will lessen the chance he has Of achieving perfection. ” In order to help children Maria Interiors developed what she called “the prepared environment. ” In Interiors, the classroom is called the Prepared Environment. The first task of a Interiors teacher is to setup her classroom.
Age between 3 to 6 years the child is being introduced to the world. So Dry. Maria lives strongly in providing an environment rich in all areas of learning so that the child can choose, from his own perception, what he is ready to learn. When creating the classroom environment there are 3 things has to be considered. They are beauty, order and accessibility. Key principles of the prepared environment are order, and choice, freedom, mixed age range, movement, and control of error, materials and the role of the adult.
At the time preparing the classroom environment the Interiors Materials are the heart of the classroom. Interiors classrooms are carefully prepared environments, housing an array of carefully designed materials suited to the chili The Interiors material was developed and compiled by Maria Interiors herself. After many years of careful study and observation of the children in her school, she put together materials that fully stimulate the child’s inner desire to learn and become more independent from the adults around him.
Developmentally suitable materials make easy learning in a hierarchy from simple to complex and real to theoretical. They are child sized, inviting, beautiful and attractive to the children, and provide a hands-on learning experience. All he work materials and furniture are child sized, giving the child full freedom to move-about and explore. This also allows child to be more active and the teacher more passive. The environment does not contain any objects that the child may not use or that delay his development, nor it contains any materials that are broken or incomplete.
These materials are attractive to young children because they were designed to cater to the sensitive periods They are tools that allow the child to explore the world and develop essential cognitive skills. Materials are arranged in an orderly way in the prepared environment on pen, accessible shelves. The materials are key element in the environment, as the child learns through the materials, many of which are self correcting, rather than directly through the teacher _ Also the materials are designed in such away that children can see their own success, as well as their errors.
If the child has done something incorrectly it Will be self evident. Being able to see his or her own mistake allows the child to work independently. This is known as a “control of error”. Just by using the material the child will be guided towards its purpose. ;The environment itself will teach the child, f every error he makes is manifest to him, without the intervention of a parent or teacher, who should remain a quiet observer of all that happens. ” Quotes by Maria Interiors 1870-1952, from Interiors Teachers collective, http://move. Literariness. Mom/pages/quotes_why_Maria_interiors. Asp , 2009 Materials are arranged in an orderly way in the prepared environment on open, accessible shelves, which encourages children to trebly choose and explore. Each piece of material has a special lasting place so that children know where to find it and where to put it away for the next person when finished. This is teaching the child the order. Materials are arranged from the most simple to the more complex. Interiors classroom materials are designed to meet the needs of young children’s sensitive periods. The objects in our system are instead a help to the child himself, he chooses what he wants for his own use, and works with it according to his own needs, tendencies and special interests. In this way, the objects become a means of growth. ” Maria Interiors, Discovery of the child. When introducing the child into the exercise with the censorial materials teacher should present it as a silent presentation. Because Of censorial materials provide “training of the senses”. The Interiors materials are motivating the child’s 5 senses: Visual, Auditory, Tactile, Olfactory and gustatory.
The purpose of censorial material is to refine and develop the child’s senses. During the first three years the child will absorb, like a sponge, whatever good or bad is in the environment. Between the ages of three to six the child applies logic and structure to the information that is absorbed in born to three years of age. The Interiors censorial materials are help in refining and identifying he color, texture, size, weight, shape and smell and perfect skills such as increased observation and vocabulary. The child begins to experience the outer world through the classroom and it becomes clear and order.
Senses gather information from the environment and transmit it to the brain. The S basic senses are ; Visual (sight): children need to see the activities which are doing in the classroom by the teacher. Dry: Maria Interiors separates the visual activities according to the size (dimension) of the object, color (chromatic sense) and difference of shape. E Knobbed cylinders, pink tower, broad stair, long rods, knobbles cylinder and color box. ; Auditory (hearing): children are very sensitive over the sounds they hear.
But not like adults they are not capable to tune out sounds when they want to. E. G. : Sound boxes. ; Tactile (touch): children learn through their own sense of touch. Dry Interiors divided the sense of touch into 4 categories, such as touch tablets and the fabric box ; Surface touch e. G. Touch boards, ; Stereoscopic e. G. Stereoscopic materials ; Thrice. E. G. : Thrice tablets and thrice bottles Baric. E. G. : Baric tablets ; Olfactory (smell): children are skilled how to distinguish between different smells Which he would be exposed to in his day today life.
Children are learning through their own sense of smell. E. G: Smelling bottles. ; Gustatory (taste): The locations that identifies the taste on the tongue are: sweet taste (tip of the tongue), sour and salty (sides of the tongue), bitter taste (back of the tongue). At a very young age child group a very sensitive sense of taste. E. G: Tasting solutions. Censorial materials teach children about color, shape, sound, dimension, reface, texture, weight, temperature and form. By using the Censorial material, the child becomes conscious of achieving perfection through control of error.
Also censorial materials provide indirect preparation for intellectual life. They develop cognitive skills such as thinking, judging, associating and comparing “Interiors gives your child a strong basis in the most formative and important years for developing into a responsible, happy and fulfills person” Quotes by Maria Interiors 1870-1952, Interiors Teachers collective, http://NNW. Literariness. Com/pages/quotes_by_Maria_interiors. SP 2009 Without exception, all censorial presentations are individual.
The materials are presented to the child’s absorbent mind. When presenting the material first introduce the name Of the material to the child and demonstrate him/her how to carry the material over to the mat. When you invite the child to do the activity, show respect for the child. E. G. “Nail, please bring the material over to the mat? ” Then show the child how to work with the material. Then ask the child to proceed. When working with the material if child proceed incorrectly, avoid correcting the child.
The lesson can be taught in another way or in another day. Introduce the activity for the child as silent presentations. Children at this age often prefer to work on the floor instead of at a table. So we normally use a floor rug and do the presentations on the ground with the child. After finish the activity teacher asks the child to return the materials back to the shell. The work materials are always stored in the same place; the child can always locate them. It is part of child’s work cycle to return used material to its designated place in the classroom.
From this children learn to keep their environment in order and generally clean and tidy, this also full fills the child’s inborn Sensitive period for order. When introducing the language through a censorial material the directress uses the principle of “three stage learning”, E. G. ‘ Largest and smallest pink tower cube, names of the colors. First stage introduce the language by showing the material, 2nd stage ask child to show the material that you have introduce in 1st stage, 3rd period ask the name of the material form the child.
Each of the censorial material has direct and indirect aims and prepares the child for later skills in life. For example, learning 10 build the pink tower, ten pink blocks of decreasing size, in censorial not only teaches the child how to build a tower but also prepares for later reading and writing skills by developing the child’s fine motor skills such as the pincer-grasp. These preparations may be physical or psychological, such as: developing concentration, but also self respect, social skills and the intelligence. The material also contains a built in Control-of-Error. This control of error may be visual, E. G. The Knobbed cylinders which fit perfectly in their designated hole, f the cylinder is placed incorrectly, the child can see it and the exercise cannot be finished until it is corrected. The child is able to see the final result whether the activity is done correctly or not, This leaves the child free from the teachers correction and suspension, developing the child’s independence and inner desire to practice and improve the exercise. ‘The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent or teacher, who should remain a quiet observer of all that happens. “
