This material isolates the concept of size. The preschool-aged child constructs a tower with the largest cube on the bottom and the smallest on top. For example, the material known as the pink tower is made up of ten pink cubes of varying sizes. In this way, the concept that the child is to discover is isolated. There are bright arrays of solid geometric forms, knobbed puzzle maps, colored beads, and various specialized rods and blocks.Įach material in a Montessori classroom isolates one quality. The materials themselves invite activity.

When they are finished with each material, they return it to the shelf from which it came. Children may choose whatever materials they would like to use and may work for as long as the material holds their interest. In the Montessori classroom, learning materials are arranged invitingly on low, open shelves. They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs. In the calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace. Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement.

In an elementary classroom, a small group of six- to nine-year-old children may be using a timeline to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols. In a preschool classroom, for example, a three-year-old may be washing clothes by hand while a four-year-old nearby is composing words and phrases with letters known as the movable alphabet, and a five-year-old is performing multiplication using a specially designed set of beads. In the prepared environment, there is a variety of activity as well as a great deal of movement.

The 'prepared environment' is Maria Montessori's concept that the environment can be designed to facilitate maximum independent learning and exploration by the child.

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