Analyzing Norah's Classroom

Theorist Maria Montessori believed that in order for a "school environment to be comfortable, young children need furnishings of their own size and tools that fit their small hands" (Mooney, 2000). Similar to the classroom seen in the video "Montessori,” Norah’s classroom seemed to fit Montessori’s description entirely. To begin with, the classroom had a well-ordered environment that offered Norah a lot of movement and activity. Instead of having a set timed schedule, she was able to freely choose and work on activities at her own pace. This kind of schedule allowed her to have a sense of both freedom and self-discipline, as guided by the environment. The physical environment of the classroom was altogether very comfortable and cheerful. There were several floor cushions, beanbag chairs and displayed child artwork that made her feel safe and secure. Montessori also supposed that “materials and equipment should be accessible to the children at all times” (Mooney, 2000). There were numerous types of writing tools, such as markers, crayons, and pencils. There were even real life tools available, such as cooking utensils, which include spoons and sharp knives. These real life tools allowed Norah to take responsibility and imitate the adult
figures in her life, such as her parents, through her interactions with the materials.
In addition to child-sized furnishings and real life objects, Montessori’s theory portrayed that “children learn best through sensory experiences” (Mooney, 2000).
Throughout the classroom, Norah had a wide variety of centers that allowed her to learn through sensory experiences. For example, she had the opportunity to roam freely in the dramatic play station on a daily basis. The dramatic play station offered a DIY sensory table. There were many different items, such as sand, buttons, plastic bugs, water, rice, etc that Norah could place into the table to explore with. There were also sensory table tools, such as measuring cups, tongs, and funnels that she could use in the table to extend her imagination and sensory play
experience.
Cognitive
Like Montessori, theorists Jean Piaget believed that “children needed every possible opportunity to do things for themselves” (Mooney, 2000). It is important to allow children to build their own understanding of the world by letting them do things on their own. For example, the theme of the month for May was “Watch Us Grow.” Therefore, one day I chose to read “The Very Hungry Caterpillar” by Eric Carle, which is a book that teaches children about growth. However, rather than Norah and I just reading a book together, I wanted her to become actively involved and gain a better understanding of what growth really meant. Therefore, since the school encouraged each classroom to have living things for the children to observe and experience with, I chose to bring in a live caterpillar for Norah and her classmates to observe and explore. Not only was Norah now able to continue to watch the life cycle of a caterpillar, but she was also given the opportunity to care for and take responsibility for a living thing by helping to raise and feed the caterpillar. She ass also currently trying her best to identify and name all four stages of a caterpillar.