child classroom

Just my size!

Before the early 20th century, the classroom wasn’t built for children. Maria Montessori’s theory revolutionized education. Included among her many contributions to the field were child-sized tables and chairs, in a room built just for them.

The developmental differences between a 2-year-old and a 40-year-old are obvious, but until the early 20th century, the classroom treated children just like adults. A preschool classroom was typically full of adult-sized tables, shelves, and rocking chairs—nothing at the child’s height or scale. It’s almost laughable to imagine a room full of 3-year-olds playing about with a boardroom-sized table and office chairs, but not that long ago this was the norm.

cubbiesDr. Maria Montessori was one of the first early childhood theorists who challenged this. Her theory precluded an understanding that children need a certain amount of freedom, where adults don’t dictate every act of play, where no obstacles hinder the child’s ability to make their own choices. She suggested that in order to breed a sense of ownership and encourage independence, children needed to play in an environment designed specifically for them—one where they can reach and move everything within their purview.chair

In a time before mass manufacturing and production, Dr. Montessori began designing and making her own preschool-sized furniture to encourage independence in children in the early 1900s. The classroom changed in the years that followed with the inclusion of small tables and chairs that children could move from place to place, as well as washstands and play cupboards their size. Hooks on the wall and shelves for toys were lowered so that the children could hang their own coats and put toys in their place without assistance from adults. Dr. Montessori posited that children needed a world at their eye level, comprised of an environment full of order and beauty—with everything having a place and furniture light enough for them to move as they see fit.

hooksWhile it seems a long time coming, these sweeping changes did not catch on in classrooms worldwide until the early 1950s. These adjustments go a long way in emboldening children to feel like the classroom belongs to them—a true child-centered approach. In our classrooms—inside and out—we now focus on the layout in a holistic way, encouraging exploration, communication, and interpersonal development.

 


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