Maria Montessori was the first female doctor in Italy. She started her career working with children, and therein noticed considerable issues in pedagogic approach. Her reform pedagogy has completely changed the way how to percieve a child, since she set a child's development as the basic concept. Throughout her work she was emphasising not only the importance of close observation of children and acknowledging their needs, but also the importance of mutual respect, so as to be able to grasp the natural laws of life. Through her education system she aims at enabling people to fully develop as free entities, the prerogatives of which are independence, freedom and autonomy of any individual. This is the only way a person can completely develop and attain one's dignity. M. Montessori percieves the child as a dignified creature who ought to be granted freedom and chance to be independent and autonomous. She opines that child development has several stages, and each of them is to be considered with due attention. For education to become well-rounded, it is crucial to acknowledge and take into account each and every stage. Similarly, the educator cannot decide what the child needs are and therefore should allow the children the option of free choices, so they can decide for themselves what their immediate needs and interests are. Montessori method holds the indirect preparation of the child's environment to be essential. The interior decoration presupposes an easy access to play and work equipment that the children are familiarised with at an early stage, and can use in learning process later on when needed. Likewise, the size of the room must fit children, and supply all that is required in order to meet their needs. The purpose and aim of this paper is to encompass the theories, principles and approaches in working with children following the Montessori method, and therefore the idea of preparing the environment is placed at its centre. By preparing the children's imminent surroundings, their independence and autonomy are encouraged in order that they appropriately satisfy their needs without the adults' further intervention.