The classroom is equipped with Montessori materials that are designed to be self-correcting and to teach specific concepts in a hands-on manner. These materials are complemented with resources that support the IB PYP units of inquiry, including books, scientific tools, art supplies, and technology, encouraging exploration across disciplines.

 Materials and resources are displayed on low shelves, easily accessible to children. This arrangement encourages choice, independence, and responsibility. Children are free to select activities that align with their interests and the current topics of inquiry, fostering a sense of ownership over their learning.

The environment is organized into clearly defined areas that correspond to various disciplines such as language, mathematics, sensorial, practical life, and cultural studies in a Montessori setting. In an integrated classroom, these areas also reflect the transdisciplinary themes of the PYP, such as “Who we are” and “How the world works,” allowing children to make connections between different areas of knowledge.

The aesthetic of the classroom is carefully considered, with an emphasis on natural materials, simplicity, and beauty. An orderly, well-maintained environment helps reduce distractions and creates a calm atmosphere conducive to focused inquiry and learning.

The social atmosphere of the classroom is prepared to encourage collaboration, respect, and empathy among students. Mixed-age groupings, a hallmark of Montessori classrooms, facilitate peer learning and mentoring, aligning with the PYP’s emphasis on social development and international-mindedness.

In this integrated environment, educators act as guides who prepare the environment based on their observations of students’ needs, interests, and levels of development. They facilitate connections between the Montessori materials and the PYP inquiries, guiding children through their explorations and helping them to construct their own understanding.

Flexibility and Evolution: The prepared environment is not static; it evolves in response to the changing needs and interests of the students. Educators continuously assess and adapt the environment, ensuring it remains aligned with both the Montessori principles and the PYP framework, and reflective of the students’ ongoing inquiries and discoveries.

In summary, the concept of the prepared environment in a combined Montessori and IB PYP kindergarten program encompasses a holistic approach to creating a learning space. It integrates physical, intellectual, and social elements to support a child-centered, inquiry-based education that nurtures independence, curiosity, and a love of learning. This environment becomes a dynamic space where children are empowered to explore, discover, and learn in a way that is meaningful and relevant to them.

教室里配备了蒙台梭利教具，这些教具的设计目的是自我纠正，并以动手操作的方式传授特定的概念。这些教具辅以支持国际文凭PYP探究单元的资源，包括书籍、科学工具、艺术和科技耗材，鼓励跨学科的探索。

教具和资源陈列在低矮的书架上，便于儿童取用。这种安排鼓励选择、独立和责任。孩子们可以根据自己的兴趣和当前的探究主题自由选择活动，培养他们的学习主人翁意识。

在蒙台梭利环境中，环境被划分成明确的区域，这些区域与不同的学科相对应，如语言、数学、感官、生活实践和文化研究等。在综合课堂上，这些领域也反映了PYP的跨学科主题，如 "我们是谁 "和 "世界是如何运作的"，让孩子们在不同的知识领域之间建立联系。

教室的美学设计经过仔细考虑，强调自然教具、简洁和美观。井然有序、维护良好的环境有助于减少分心，营造有利于专注探究和学习的平静氛围。

教室的社交氛围是为了鼓励学生之间的合作、尊重和共鸣而准备的。混龄分组是蒙台梭利教室的一大特色，有利于同伴学习和辅导，与PYP强调的社会发展和国际视野相一致。

在这种综合环境中，教育者充当引导者，根据他们对学生需求、兴趣和发展水平的观察来准备环境。他们促进蒙台梭利教具与PYP探究之间的联系，引导儿童进行探索，帮助他们建构自己的理解。

准备好的环境不是一成不变的，而是根据学生不断变化的需求和兴趣而演变的。教育者要不断评估和调整环境，确保其与蒙台梭利原则和PYP框架保持一致，并呼应学生不断进行的探究和发现。

总之，在蒙台梭利和国际文凭PYP项目相结合的幼儿园课程中，“准备就绪的环境”这一概念包含了一种创建学习空间的整体方法。它融合了物质、智力和社会元素，支持以儿童为中心的探究式教育，培养儿童的独立性、好奇心和对学习的热爱。这种环境提供一个充满活力的空间，让孩子们有能力去探索、发现，并以对他们有意义和合适的方式学习。