open shelving

color coding

colors link materials through areas

natural, durable materials

plants reflect botony cabinet

beautiful & fragile materials

top to bottom, left to right arrangement

unique boxes

scaffolding

real & child-sized

doors & mirrors

pleasing to the eye

Temporary periods of time when specific kinds of experiences have a particularly strong effect on a child's development.  

They act like a spotlight to unconsciously guide the child towards what they most need in the environment for optimal development.

Use the engrams stored by the AM to provide the building blocks for conscious knowledge.

Irresistable force that drives a child to develop a specific skill.

Allows for orderly synaptic pruning.

Free access to the environment is key for the child to maximize their needs; we must trust the child.

The child is driven to walk upright and free their hand for work by horme; this leads them to first roll over, reach & grasp, sit upright and pull up.  They do these obsessively until they perfect.

Refinement of movements is the work of the second plane: locomotion (equilibrium & moving through space), movements of the hand (fine motor: hand-eye, manual dexterity: wrist, hand & fingers)

Children want to touch everything and there hands move impatiently when they don't have anything to do.

 Intelligent work of the hands will be the child's way of joining humankind and making a contribution.

The will is developed through choosing to make a movement or stopping making that movement.

Very difficult to recognize because it is internal.

Child perceives something indiscriminately, then notice general differences, then begins to break it into smaller parts

Assists abstractions and building classifications

Child displays: 

Irresistable Urge

Distress when stopped

Repetition

Satisfaction

Abandonment upon mastery

Depends on order, movement & sensory perception

Child develops receptive (understanding) based on recognizing order in sounds

Child develops expressive language (speech) based on specialized movements, and order of sounds

2 main stages: Prelinguistic up to 12 months (baby listens, watches mouths, practices movements); Linguistic 1-3 years: single words ->two words ->phrases ->sentences ->fluency

Logical Pattern: 

• Prepare hand/body for mvmt
• Strengthen hand/body through activity
• See mvmt in environment
• Imitate
• Internalize and make it one's own

The innate powers that unconsciously urge a child towards development.  They are universal, unconscious, life-long, interdependent & dynamic.  Also called the constructive instincts.

Abstraction

Exploration

Imagination

Order

Orientation

Communication

Self-perfection

Work

1. functional (DO; What?)

2. intellectual (THINK; Why?)

3. social-emotional (BE; Who?)

4. financial (SUPPORT; How?)

1. SPs and AM

2. Reasoning Mind, Imagination

3. Creative, Risk-Taking

4. Agency

1. Concrete/sensorial, ||/Individual, Vulnerable, Hands, Max. Effort

2. herd instinct, justice/morality, big work, heo/ine worship, physically strong

3. vulnerable, separation, puberty, less intellectual

4. passion for vocation, capable, physically healthy

1. Limits exist to protect the individual, environment & others.

2. Limits are dependent on the individual's ability to act & their skill level

3. Limits are defined by their context w/n an activity

Simple & Clear

1. We respect the work of others

2. We take care of what we use

3. We make sure every living thing is safe

1. evaluate if an area is neglected

2. understand children and yourself

3. look with knowledge and purpose

4. begin each day new-no preconceptions

5. cultivate a silent mind

6. look for ways to stretch children beyond comfort zone

7. plan for each child --1/2 activities/area each week

8. prepare for presentations as crumbs on the trail

1. Observe

2. Plan the lesson

3. Practice with materials

4. Check the materials right before lesson

5. Invite the Child

6. Present

7. Graceful Transfer

8. Withdraw & Observe, keep records w/details

The unique state of a young child's mind which allows them to unconsciously and effortlessly take in information from their environment. 

Functions: self-construction (becoming) and adaptation (belonging)

• totality of image
• temporary
• emotional context
• effortless
• universal
• unconscious
• indiscriminate
• without judgment

Mneme - unconscious memory where sensory impressions are stored for later use; || to conscious memory

Nebulae - latent creative potentialities within the child that are stimulated by interaction with the environment

Engrams - memory fragments that bubble up as knowledge becomes consolidated; ah ha!; || to problem solving in conscious mind

Horme - vital life force that drives the child to fulfill their developmental destiny and self-construct; energetic impulse/spirit; innate & irresistable; || to will in the conscious mind

1. Harmony & cooperation in work

2. Altruism & love of community

3. Reciprocal help

4. Respect, interest & admiration for other's accomplishments

5. Concern for the consequences of their actions

6. Concern for other's well-being; sympathy & understanding

Mixed age group

Limited materials

consistent shared rules of work

Practical Life

Prepared Adult: consistency of limits, gentle support

concentration at the heart; anything to support this supports SC

• self-discipline to choose, stay engaged through task, move smoothly & purposefully to next task, engage in repetition
• social discipline:  (SHNARRP) Self-control, Helpful, Non-competitive, Altruistic, Responsive to needs, Respectful, Patient

Focus

Exactness

Repetition

Self-perfection

Stilled movements

Satisfaction

• Zero Judgment
• Relationships
• Invitations
• Consistency
• Choices
• Kind Commands if necessary

1. I will meet your needs until you can

2. I keep you safe while you work on meeting your needs

3. When I help, I ask: "What part do you need help with?" Only what is really needed.

4. My goal is the development of a person who doesn't need me.

Share power & responsibility

Provide practice opportunities

Respect the children

Realistic requests - ask yourself if they have the skills

"You can..."

Clear expections = success

Choices

Trust

Say something immediately

Help them understand

Ask for help

Repair the damage

Embrace hard conversations

Tell me more.  Who told you that?  What makes you think that?  Where did you hear this?  Who could we talk to to learn more about this?

Physical - speech & movements

Intellectual - knowledge of development, materials & observation skills

Spiritual - ABE work, self-discovery & work out your baggage

1. Humble

2. Humor

3. Authoritative (high warmth, high control)

4. Patient

5. Reliable

6. Friendliness with error

Extensions - children are not extensions of us

Expectations - blind us for observation

Exploitation - do not use our power to force children

Introduction (This is a dragonfly)

Association (Put the dragonfly in my hand, point to the ...)

Recall (What is this?)

Main vehicle used to introduce any new vocabulary in all areas of the classroom.

1. Prepare, maintain and enrich the environment.

2. Connect the child to the environment.

3. Withdraw & observe.

1. Manipulation of objects

2. Sensorial exploration

3. Liberty of Movement

4. Extensions (cultural)

5. Emotional relationships

6. Practicing functional independence

7. Practicing communication

working memory

organization

time management

Adaptable thinking

planning

self-monitoring

self-control

These are the set of cognitive processes that are necessary for the cognitive control of behavior, selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals.

1. Unconscious worker phase: Child can only obey if it aligns with their unconscious hormic impulses.  Conscious worker phase: inconsistent ability to obey because the conscious will is a new skill and needs more practice.

2. Child always obeys.  They can take direction from within or from another.

3. The child eagerly obeys a mentor they admire.  "She is within me."

1. Child begins to disconnect from the direct physical world by mentally reconstructing something they have experienced sensorially (imagining red).

2. Simple reconstruction: Child can construct and manipulate a mental picture of something known based on their experiences. (They can imagine being at school and what they might do there.)

3. Children can explore something they have not yet experienced based on their knowledge (Imagining flying in an airplane even if they've never been).