The Prepared Environment

Student ID: 19
October 11, 2018
 The Prepared Environment

There are three components which make up the child’s prepared

environment. These include the physical environment, the adult and the
child. Maria Montessori stated “we do not say that we want to prepare a
school for children, we wish to prepare an environment for life, where the
child can develop a life.” (CDC Vol 1. P 52) To prepare means to make
(something) ready for use or to make (someone) ready or able to do to
prepare (somebody) for something. From the moment we are conceived we
are in an “environment”. A prepared environment in Montessori terms is one
that is intentionally prepared by an adult who is purposefully striving to meet
the needs of the child in both a physical and psychological sense. The
children’s house is an extension of their home environment and is not meant
to take its place. “Plainly, the environment must be a living one, directed
by a higher intelligence, arranged by an adult who is prepared for his
mission.”( M. Montessori)
 There are many “types” of environments. The first environment
humans experience is the environment of the womb. Maria Montessori
spoke of the embryo developing both physically and psychologically in its
embryonic state. An informed and sensitive adult (mother) would prepare
this environment to grow by supported it with nourishing food, sleep and a
psychologically healthy lifestyle including activity. More and more mothers
are turning to more natural birth experiences which supports our inherent
biological ability to deliver our young.
Once we deliver our baby and he is at home, his first environment out of the
womb. His first months of bonding with mother and physical conditions are
critical. The mother places herself in direct contact with her baby and a
bond forms. At this point we will want to protect our child from too much
stimuli such as noises and bright lights. The ideal physical environment
prepared by the mother would be one with freedom of movement. As the
infant grows into a toddler his needs change. A Montessori toddler
community is an option for toddlers and an ideal environment will have the
components of accessibility, independence through functionality and provide
developmental appropriate opportunities for art, language and culture.
From birth to three years a child requires and aid to independence which
include predictable routines, and a calm physical environment. As the infant
grows he will require more floor space and appropriate stimuli. Once the
child turns three he is need of something more. The child needs a safe,
factual, sensorial environment so he can take in all that he experiences
through his senses. The Children’s house or Casa, is a nourishing and rich
environment, intentionally prepared by sensitive and knowledgeable adult
with raw materials suited to a child’s developmental needs and tendencies.
It is in this environment that a child constructs himself and which reveals
personality and growth patterns

The general components of a Casa are those that meet the needs of
the child’s sensitive periods and human tendencies and most of all obliges
their absorbent mind. The Casa is simple, beautiful, and orderly and is filled
with the essential materials that meet the children’s development needs
both physically and psychologically. The room is furnished with a goal of low-
level access, child sized table and chairs. The room features as much natural
light, natural wood and natural sounds as possible. The room has at least 35
square feet per child. The floor space will be appropriate for working mats,
walking and tables with chairs, shelving and space for walking. The guide is
considered a walking material in the environment.
Specific areas in the environment are; Sensorial, Math, Language and
Practical life. These have specifically designed materials and surfaces that
promote independence. Additionally, there are other key features such as an
ellipse for walking, snack area, a place for children to place their work and
other elements depending on space.

The psychological traits of the environment promote a spirit of

work, freedom, choice, Independence, movement, order, language, social
skills and confidence through realistic materials and practical opportunities.
“In the school environment there is a mental development through work.
The child also has social experiences which are born from his relation with
the environment. The mental development has three aspects – free choice
of work, repetition of the exercise, and concentration. Creative Development
in The Child vol. 2 p37
The didactic material is practical, sensorial and has a control of error. The
character of the environment is inviting and provides opportunities to learn
culture through food preparation, songs, games, poems, etc. Work has a
cycle of activities, a beginning, middle and end. This cycle promotes a sense
of order, confidence, social cohesion and independence. The presentations
are designed to enhance independence, self-correction, and concentration
and are sensory based.
The prepared environment possesses an intrinsic sense of freedom.
Freedom to choose work, where to work and the freedom of self-construction
through the repetition of the work. Also, a freedom to rest the mind. There
are placed in the environment materials and work that promotes mental rest
and serenity. This work is equally important and is different according to
culture, space and guide.
Freedom to choose allows the child, who is constructing himself, to
align his will and his movement. Without choice a child cannot reveal his
true nature. Maria Montessori also observed that with the freedom of choice
the child is free to help other children when they deem it necessary. “A child
knows instinctively knows when help should be given and when it should
not” (M. Montessori, Creative Development in the Child, p. 37)
Independence is fostered through choice and repetition. No child is
truly free unless they are independent. “In order to do something, we must
be able to do it. When we want to do something, but cannot, we become
angry, irritable, and experience inner agitation…If we cannot do something
ourselves and need somebody else to it for us we experience a set of
emotions-anger, impatience, rebellion – which are connected with the
incapacity of doing, which arise when there is impotence.” (M.Montesssori,
Creative Development of the Child, p. 4)
Movement in the environment is essential to acquire balance,
coordination, equilibrium. Movement aids in refining all these characteristics.
The environment offers various seating and movement activities such as
walking the line, games and the freedom to take work from its place and
bring it to a work area of the child’s choosing.
Order in the environment manifests in simplicity and beauty. The
outer order helps develop inner order. Order will be clear, visible and
apparent in the prepared environment down to the smallest detail. Work is
color coded, child sized, and accessible for use. All material is in pristine
working condition with all elements available.
Language in the Casa is rich and accessible. It is considered by Maria
Montessori to be a living organism. Language is a fundamental need of
humans and is acquired effortlessly in the first plane of development. It is an
essential expression of man and of intelligence. The Absorbent Mind states
that children from birth until three unconsciously take in their environment
and shape themselves from any information and stimulation they can come
into contact with. (Montessori, 1949, p. 94). It is critical that the prepared
environment be rich with language-nomenclature. Everything and
experience has a name. “The child from three to six years of age is
consciously using specific things in his environment to build up his mental
and physical faculties. The child has an urge to learn his language in this
particular period because from birth to age six, he is undergoing a critical
period for language acquisition (Lillard P. a., 2003, p. 390). Therefore, in the
Montessori environment, the child undergoes mastering language. The
Language Area in the Montessori Primary environment, consists of Spoken
Language, Vocabulary, Written Language, Area of Reading, Reading
Classification, Word Study, Function of Words and other activates that attract
and provides the child with many forms of language to help satisfy his desire
to clearly communicate.
Social skills – In the environment there are mixed ages of children.
“Social experience too encompasses three points of reference- self-control,
self-defense, and association. (The creative Development in the child
volume two M. Montessori p.37) The older and younger children live
together, work together and play together. The child develops even more
language and gains social skills to adapt to his culture. The social hierarchy
is natural and encompasses a system of justice and community expectations.
These expectations are often upheld and taught by the older children,
directly and indirectly. It is a natural and beautiful moment when a child
sees a need in another child and steps into to assist.
Confidence is often the fruit of a prepared environment where
children learn, make mistakes and master their work. “Help me do it by
myself” is a common Montessori phrase that protects the right of the child to
become who they are meant to be. A child demonstrates confidence when he
choosing and completes work. His confidence is built in an atmosphere of
acceptance and understanding. The child is able to make mistakes and learn
from his errors.
The role of the adult is considered a sacred privilege. The privilege
to provide and observe humans developing themselves and constructing who
they will be in the time and place they live. Our role is to get out of their way
and provide them with physical movement and appealing work which
encourages language, movement, self-control, social cohesion and
collaboration. We must believe in the child’s development and be aware of
our numerous prejudices. A lifelong pursuit of patience and self-awareness is
the cornerstone of our success with each child. We have a duty to be
humble and dedicated to the interests and pace of the children so that they
can reach their potential. Practically, we must slow down and observe what
they are telling us they need to be peaceful and content.
Preparation and maintenance is critical to their success in the
environment. Intentional and consistent organization will keep the
environment functioning well. Order is the most important physical duty of
the adult. Everything must be in its right place and it excellent condition.
We must maintain ourselves in reviewing lessons, and self-care. Saint
Augustine once said “Serve order and order will serve you.” The
environment should be clean, orderly and attractive, calling out to the
children to touch and see and manipulate.
Observation of the children will inform us on what to present to the
child at the right time. Montessori stated that the guide is a walking
“material” and is the critical link between the raw materials and the child.
The child should not be corrected or interrupted when they are working.
Observation is the foundation of what, when and why in the environment.
Analysis of movement and correctly showing how the materials are used is
paramount to the child’s independence and happiness. Our attitude and
movements in the environment will be the child’s.
Establish guidelines by using clear and precise communication when
talking to the children. Do not use unnecessary language and long
explanations. Positively redirect children towards their interests whenever
possible. Respect and grace should be used in relation to the children at all
times. Avoid gossip and speaking in front of children about other children.
When there is chaos we must look to the environment and to ourselves to
make necessary corrections. The child are not adults and do not think like
adults and we must revere and honor where they are developmentally.
Protect the freedom and rights of children so they can reach their
intrinsic potential. We are the sensitive and informed adult at their disposal
to advocate for their needs and their right to construct who they are to
become. “ (Adults must) construct a bridge between their world and that of
the child. Montessori education provides this bridge through the prepared
environment... The idea is not to replace the adult world in miniature…
rather, the prepared environment should bring the world at large, and thus
the adult world, within reach of the child at whatever stage of development it
is, at a given moment.” (Mario Montessori Jr., Education for Human
Development, p. 20, Schocken edit., 1977)