Interaction Between Educational Approach and Space: The Case of Montessori

Abstract

This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach. A three-step method was followed in the line of the aim of this study. The first step is to acquire theoretical knowledge about the Montessori educational approach. The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis. In the study, it is observed in Montessori educational approach that the relationship between interior and exterior spaces is very important, that the circulation spaces and classrooms are designed as flexible multipurpose spaces depending on the basic principles of freedom, socialization, and that child-scale design and natural light are extremely important for all of the areas in question. It is seen that the Montessori approach is influential on educational spaces and the presence of spaces embodying this approach has a correspondence in architecture. In this context, this study, which reveals the relationship between learning environments and learning efficiency, is considered to be a source of data for the schools to be designed in this direction.

Nature-Based Education in the Light of Montessori Philosophy: Meaning, Principles and Practices

“…Children have an environment where they can learn about nature and intertwine it with nature (Islamoglu, 2017). Hills to run up and down, timber to walk on, ladders to climb, logs to step on, and buckets and shovels for filling and draining materials such as soil and stones support children's mobility skills and respond to the needs of the child's spirit (Austin Montessori School, 2022).…”

Crianza Social

“…Los modelos de educación inicial procuran que la actividad libre, el movimiento sin condicionamientos estén presentes en el momento y lugar donde se lleva a cabo el aprendizaje. El enfoque pedagógico se basa la libertad de movimiento, libre elección y principio de la autoeducación; siendo uno de sus objetivos promover el autoconocimiento de niño y su libertad Islamoğlu, 2018).…”

The Bases of Montessori Pedagogy as a Facilitating factor for Child Development in Burkina Faso and Spain

“…One key aspect of this approach is where education takes place: a prepared environment designed and created to cater for children of different ages. Spatial adaptations are based on this particular methodology and affect the quality of education (Chan, 1988;İslamoğlu, 2017) as materials are created and set to stimulate children's interests and skills (Ongoren & Yazlik, 2019). Kirk and Jay (2018) note that the creation of a prepared environment is defined as the structure (physical) and process (psychological) where children increase their knowledge as creative and critical people who emancipate their talents freely (İslamoğlu, 2017), and drive to virtuosity unobstructed by adult praise or judgement (Lillard, 2018).…”