Central to Montessori's Theory of Education Is the Environment

Central to Montessori's theory of education is the environment. A child - the ‘spiritual embryo' – is like the physical embryo, which needs a living environment in which to develop. It is necessary, Montessori believes, to establish an obstacle-free environment for the child and right environment to stimulate the liberation of a child's hidden characteristics. This is achieved by establishing a proper environment in which a child can flourish. In such environment, adults must take second place, doing everything possible to learn about the children, supporting and helping in the development of their lives.

The physical environment, Montessori recommends, should be pleasant. It should be in proportion to the size of a child, including low little windows, small furniture, little tables, and armchairs, and low cupboards that are within the child's reach.

Montessori instructors are somewhat ‘passive teachers' who hold back their activities in order to allow the children to act for themselves. Like other progressive educators, Montessori argued that children should be at the centre of all activities, learning by themselves, free to select any activity they want. The teachers are initiated to their "inner preparation" and is asked to correct any inner dispositions which are thought to be damaging to the child. Teacher must prepare themselves inwardly by seeking out their own faults, such as anger and pride, which may become obstacles in the education of the children. These obstacles need to be corrected by embracing humility, charity and respect for the child.