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The prepared environment is one of the central principles in Montessori education. We are to set up the space according to what is best for the children. 

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The prepared environment allows a lot of freedom: freedom of movement; freedom of choice during the three hour work cycle; freedom to take time. 

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In order for children to truly learn, absorb, and embody knowledge, they need to feel safe. Brains do not learn if they are threaten.

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Beauty is a hallmark of the Montessori environment.  Everything needs to be beautiful and organized and uncluttered.  

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Montessori materials are displayed sequential so that children can see they are progressing and expect what comes next. 

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You will find multi-age groupings of children in a Montessori classroom.  Children tend to learn more from their peers than from adults.  "...one can always go for an intellectual walk!" (Montessori, 1995, p.227).  "Our schools are alive. To understand what the older ones are doing fills the little ones with enthusiasm. The older ones are happy to be able to teach what they know" (Montessori, 1995, p.228).

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"Order should pervade the Montessori classroom down to the smallest detail, being present wholly and completely in each part, as a spirit is present in every part of the body which it informs" (Standing, 1998, p.170). Every day when a child comes in, they know where things are because they are always in the same place. Consistency leads to the safety for deeper learning.

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Montessori classroom is warm and welcoming and put children at ease. It is supposed to look like a home. Therefore, it is called a children’s house, not a classroom. "The room should not be too big or it will lose its feeling of homeliness" (Standing, 1998, p.277).

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"It goes without saying that we should make this prepared environment as beautiful as possible ... The need for providing the children with the right kind of activities should override any purely aesthetic considerations" (Standing, 1998, p.268).

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"The environment of the usual home is made for adults, and therefore adapted to the adult's needs and mode of living and not the child's" (Standing, 1998, p.266). What the prepared environment does initially when a child comes into a classroom, it gives a child a sense of safety because everything is at their level and their size. "The light and easily moved tables, chairs, and armchairs permit a child to choose the most convenient position. He can make himself comfortable, rather than sit in his place, and this is at once an indication of his inner freedom and a further means of education" (Montessori, 1986, p.59).