A Montessori program is based on self-directed, non-competitive and cooperative activities that help children develop high levels of academic and social competence, and the confidence to face challenges with optimism.
Encouraged to make decisions at an early age, Montessori-educated children are problem-solvers who can make appropriate choices, manage their time, and work well with others. They exchange ideas and discuss work freely, building strong communication and interpersonal skills. These positive skills lay the foundation for personal success.
| Montessori | Traditional |
|---|---|
| Views the child holistically, valuing cognitive, psychological, social, and spiritual development. | Views the child in terms of competence, skill level, and achievement with an emphasis on core curricula standards and social development. |
| Child is an active participant in learning, allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide. | The child is a more passive participant in learning; the teacher has a more dominant, central role in classroom activity. |
| The carefully prepared learning environment and method of instruction encourage the development of internal self-discipline and intrinsic motivation. | The teacher acts as a primary enforcer of external discipline, promoting extrinsic motivation. |
| Instruction, both individual and group, adapts to students’ learning styles and developmental levels. | Instruction, both individual and group, adapts to core curricula benchmarks. |
| The three-year span of age grouping and three-year cycles allow teachers, students and parents to develop supportive, collaborative and trusting relationships. | Same-age and/or skill level grouping; one-year cycles can limit development of strong teacher, student, and parent collaboration. |
| Grace, courtesy, and conflict resolution are integral parts of daily Montessori peace curriculum. | Conflict resolution is usually taught separately from daily classroom activity. |
| Values concentration and depth of experience; supplies uninterrupted time for a focused work cycle to develop. | Values completion of assignments; time is tightly scheduled. |
| Child learns at his/her own pace, rapidly advancing in areas of strength and receiving individualized support in areas of weakness. | Instructional pace is usually set by core-curricula standards expectations, group norm, or teacher. |
| Child is encouraged to correct his/her own errors through feedback from the materials; errors are viewed as part of the learning process. | Work is usually corrected by the teacher; errors are viewed as mistakes. |
| Learning is reinforced internally through the child’s repetition of an activity and sense of accomplishment. | Learning is reinforced externally by test scores and rewards, competition and grades. |
| Care of self and environment are emphasized as integral to the learning process. | Less emphasis on self-care, spatial awareness, and care of the environment. |
| The child has choices which include working independently, with a peer or collaborating within a group. | The child is usually assigned a specific work space; talking among peers is discouraged. |
| Multi-disciplinary, integrated curriculum. | Curriculum areas usually taught as separate topics. |
| Child learns to share leadership roles; egalitarian interaction is encouraged. | Hierarchical classroom structure is more prominent. |
| Progress is reported through multiple formats: conferences, narrative reports, checklists and a portfolio of a student’s work. | Progress is usually reported through conferences, report cards/grades, and test scores. |
| Children are encouraged to teach, collaborate, and help each other. The 3 age groups within each class support these meaningful interactions. | Most teaching is done by the teacher, and collaboration is an alternative teaching strategy. |
| The child is provided opportunities to choose his/her own work according to interests and abilities. Concepts are often taught within the context of special interests. | Curricula are organized and structured for the child based on the curricula standards. |
| Goal is to foster a love of learning in addition to advancing academically. | Goal is to master core curricula objectives. |
Information provided by the American Montessori Society