A key component of the Montessori Method is *"the prepared environment"*. Originally, it was created by Maria Montessori in response to what children themselves preferred. It is a place where the children can feel at home and where all the participants are actively and purposely involved. Above all, it is calm and peaceful, and this is perhaps its most striking feature and the way in which it differs most from other school groups.

Other distinguishing features are:

Everything is the right size for the children - tables, chairs, shelves, as well as the tools and implements used by them. This gives freedom and comfort.

Everything is within reach of the children. The shelves are open and low-level, and there should be a low-level sink in the classroom for washing up, low level pegs for clothes, and low level toilet facilities. This gives the children physical freedom and helps them achieve independence. Because they can also select and help themselves to an activity, it also gives them mental freedom.

Everything is orderly and tidy. The room is arranged into different areas: practical life exercises, sensorial exercises, mathematical materials, the language corner with books and reading and writing materials as well as cultural and environmental materials.

There is also a quiet, carpeted corner with soft cushions or low level, comfortable seats for the children to withdraw and perhaps look at picture books or read.

Everything has a place in the classroom and it is always put back correctly by the last person using it. These aspects give children a feeling of security.

There is simplicity and beauty about the environment. The colours are cheerful and pleasant and there are attractive and interesting pictures on the walls. The room is light and airy and, of course, safe. Everything is well cared for and welcoming.

In preparing the environment, the teacher pays attention to the five senses - what will the children see, hear, touch, smell and taste? The child's 'absorbent mind' is strongly impressed by the surroundings.

Materials for intellectual development are gradually introduced when the children are ready. They are well made, attractive and interesting - always complete, never with pieces missing. These materials support the children's learning and provide them with a challenge. They also help the children develop skills competence and encourage problem solving.

The natural world is well represented, especially in an urban school. For example, in the classroom there will be a nature table an/or display table. There are always flowers in the room, plants and seeds growing.

There will be animals too - a rabbit, a gerbil, a guinea pig, a vivarium, a snailery. Ideally, there should be free access to a garden where all kinds of gardening activities are encouraged and more animals to be cared for. This idea of keeping the child close to nature is very important for a number of reasons, but particularly to encourage a caring attitude and help spiritual development.

The social setting is another aspect of the special Montessori environment. The children are mixed in groups with ages ranging from 2 to 6 in the pre-school Montessori class. This is a more natural way of grouping children than strictly by years, i.e. all the three year olds together, etc.

During the session, children are encouraged to move around freely and form their own friendships.

Although the Montessori materials encourage individual development to a large extent, there are at the same time many activities which encourage group development and co-operation and in a typical Montessori classroom the children will learn from each other - younger ones watching older or the older ones helping the younger ones. This type of setting encourages healthy social development. And the teacher creates a social environment which is democratic and supportive and encourages co-operation.