No pre-determined curriculum; children choose the materials suitable to their developmental stage.
Children work at own pace and aren’t hurried to meet a schedule.
Children are free to explore and discover on their own.
Emphasis on the concrete.
Children are given a sense of order and responsibility – everything has to be returned to its place.
The learning environment is child-centred.
Children provide their own stimulation and motivation to learn.
Montessori materials are designed to promote self-education and self-correction.
Montessori methods recognise children’s sensitive developmental and learning periods.
Montessori designed multi-sensory materials develop specific skills.
Children are free to around the classroom and pick materials at will.
Children may talk freely, provided they don’t disturb the others.
Teachers are guides only, encouraging children to act and think for themselves.
Disorderly conduct in the class is regarded as the teacher’s fault. Teachers have to adjust their approach to address misbehaviour.
Teachers work to a set curriculum.
Teachers set the pace to get through the work in a specified time-frame.
Teachers enforce a lesson plan that is followed every day.
Emphasis on the abstract.
Much role play and fantasy.
Materials don’t necessarily need to go in the exact place from which they came. There is no real sense of order.
The teacher is the centre of attention.
Teacher provides the stimulation and drives the learning process.
Teachers use reward and punishment as a means to motivate education.
Children are subjected to a generic approach and treated alike.
Play materials are for non-specific skills.
Children have to sit in designated places and aren’t allowed to move without permission or choose their own materials.
Children have to keep quiet unless called upon to answer questions or invited to ask questions.
The teacher is the leader and children are expected to follow.
Disorderly conduct is considered the child’s fault and results in punishment.
Please leave this field empty.