A COMPARISON OF MONTESSORI AND TRADITIONAL EDUCATION
(AGES 3-6)
| MONTESSORI | TRADITIONAL |
| Three-year age span | All one age |
| Motivated by self-development | Teacher-motivated |
| Ungraded | Graded |
| Self-correcting materials | Teacher corrects errors |
| Children learn by handling objects and teaching themselves | Teacher lectures |
| Individual learning | Group learning |
| Teacher is observer and directress | Teachers focal point in classroom and dominant influence |
| Child completes "cycles of activity" | Activity cycles determine by set time |
| Few interruptions | Frequent interruptions |
| Freedom to move and work within classroom | Assigned seats and specific class periods |
| Emphasis on more cognitive learning | Postponement of the 3 R's, emphasis on social development |
| Quiet by choice and out of regard for others | Quiet is enforced |
| Materials used for specific purpose with sequence of steps | Materials used in many ways without previous instruction |
| Work for the joy of working and sense of discovery | Work because they are told to |
| Environment provides discipline | Teacher provides discipline |
| Encouraged to help one another | Seek help from the teacher |
| Child chooses materials | Teacher sets curriculum |
| Child sets own pace | Teacher sets pace |
| Child free to discover on their own | Teacher guides child |
| Emphasis on concrete, reality oriented | Emphasis on abstract, much role-playing and fantasy |
| Specific places for materials = sense of order | Random placement, not necessary to return to specific place |
| Child provides own stimulus for learning | Teacher provides |
| Child-centred learning environment | Teacher centred |
| Recognition of sensitive periods | All children treated alike |
| Multi sensory materials to develop specific skills | Play materials for nonspecific skills |
THE ESSENTIAL MONTESSORI
ELIZABETH G. HAINSTOCK