Montessori school programs: Montessori Curriculum & Program | Montessori Unlimited

Exploring the Pros and Cons of Montessori Education

What do Jeff Bezos and preschoolers have in common? Maybe not much at a surface level, but in 2018, the e-commerce king pledged $1 billion to fund low-income Montessori preschools. You may not have known it, but along with many of the tech giants who founded Google® and famous athletes, musicians, and activists, Bezos himself was Montessori educated.

Hearing about this eye-catching donation and some of the prominent figures educated in a Montessori program might have you itching to learn more about what Montessori is and the potential pros and cons to taking this educational approach. Read on to learn more about this unique style of educational instruction.

What is the Montessori Method?

The Montessori Method was developed by Dr. Maria Montessori in the early 1900s. It’s a specific child-centered method of education that involves child-led activities (referred to as “work”), classrooms with children of varying ages and teachers who encourage independence among their pupils.

Dr. Montessori believed that children learn better when they’re choosing what to learn, and that philosophy is present in Montessori classrooms today. A Montessori classroom likely looks different than what you’re used to. Things that make it unique include:

• Various activity stations for children to choose from throughout the day.
• Teachers moving from group to group instead of standing at the front of the classroom.
• A nontraditional grading system.
• A focus on the whole student—social, emotional, intellectual and physical development are all considered.

Like with any instructional method, some teachers and parents love the approach, while others aren’t as enamored. Read on to learn more about some of the potential pros and cons of Montessori education.

The pros of Montessori education

If you ever talk to a Montessori educator, you are likely to hear a cascade of praise for the Montessori Method. Systems of education tend to inspire a real passion in the teachers who use them. But what, specifically, are the pros of a Montessori education?

An emphasis on hands-on independent learning

Montessori classrooms are somewhat famous for their beauty. Lots of natural light and space are common priorities in the classroom design. This is all done for a reason. “Creating a beautiful and accessible environment is of paramount importance, as children direct their own learning with the help of meticulously designed learning aids,” says Karen Ricks, who founded an international Montessori school in Japan.

“These materials lead young learners to the understanding of complex vocabulary and the discovery of abstract ideas through the hands-on use of concrete objects fashioned for just such a purpose,” Ricks explains.

“The best thing about a Montessori environment is that it allows for children to work, develop and learn at their own individual pace,” says Anitra Jackson, Montessori educator and writer of Chronicles of a Momtessorian. “Children are exposed to lessons, activities and materials that build upon their skill set—they progress in their development as an individual. ”

What does this look like? Well, something like a giant playroom-meets-workshop. “My favorite aspect of a Montessori classroom lies within the sensory-based materials we use with our students, particularly the geometric solids, sandpaper letters and the colored bead stair used for arithmetic,” says Melissa Stepien, a teacher at Sunnyside Micro-School.

“These independently-used materials provide students with the opportunity to develop their concentration and coordination in addition to more traditional academic learning,” Stepien says.

Enhanced social interaction

Have you ever noticed the way children become fascinated by what other children are doing? Montessori capitalizes on that by grouping children of different ages together in the same learning environments. Stepien says most Montessori classrooms are mixed-age and intended to foster peer-to-peer learning. This arrangement can naturally lead to growth that might not occur in a more uniformly-aged classroom.

“These mixed-aged groups allow for children to learn from one another, teach one another and develop life skills such as inclusion and acceptance,” Jackson says.

Independence is a mainstay

“I valued the sense of confidence and creative freedom you develop,” says Lexi Montgomery, Montessori alum and owner at Darling Web Design. “I think a Montessori background is better for developing an entrepreneurial skillset.” Since much of the learning process is self-directed, children can gain a sense of independence and confidence in their abilities much faster than in a traditional school setting.

“Students who experience a Montessori classroom tend to be more able to manage themselves and think independently,” Stepien says.

A cultivated love for learning

This educational philosophy strives to encourage a love for learning. “I think the biggest long-term impact I have seen is that Montessorians remain perpetually curious about the people and the world around them, seeing learning as an enjoyable life-long process rather than a burden that ends when a school bell rings,” Ricks says.

This particular benefit can stay with children their entire lives and become a propelling force through secondary education, a career, job training—or even just in the experiences they have and the people they encounter.

“In my experience, they have a desire and an ability to connect with a variety of people and ideas in many different situations and contexts,” Ricks says.

Inclusive of special needs

Maria Montessori’s vision for education included children with special needs from the very beginning. Not only did she study intellectual and developmental disabilities, but she was the co-director of an institute for special education teachers. It was with this background that she started her first “Casa dei Bambini” (Children’s House) for disenfranchised children in Rome in 1907. Many of the tenets of Montessori education serve students with special needs well.

Because children are grouped with others of different ages and have the same teacher for three years at a time, students with special needs tend to have less pressure to keep up with their peers and more freedom to learn and grow at their own pace. The classroom continuity can also help students with special needs form close connections within their classroom, making for a safe and stable environment in which to learn.

Montessori’s “follow the child” philosophy allows for all children—not just those with special needs—to receive an individualized education. A Montessori instructor’s lesson plan may have each child’s name on it with different goals and ideas for their unique learning style. This especially helps students with special needs to learn at their own pace.

The cons of Montessori education

Of course, this is not to say that every experience in Montessori will be a good one. On one side, teachers, classmates and school administration can seriously impact your experience for the better. And on the other side, there are some aspects of the Montessori culture that can cause issues for some.

It can be expensive

It is hard for Montessori schools to keep their prices low. “The acquisition of so many durable and high-quality learning materials, as well as the lengthy and in-depth training in the use of such items for young children is an expensive undertaking,” Ricks says. “Which is why most fully implemented Montessori programs are expensive.”

While organizations are attempting to combat the expense on behalf of students—such as the foundation created by Bezos—there aren’t many options for teachers in their continuing Montessori education or certification. Ricks says that she “would love to see a Montessori education that is accessible to all adults who wish to ‘follow the child’ and to all children, regardless of their parents’ financial status.”

It’s not accessible to everyone

For some, Montessori education has gone hand in hand with being white and privileged. While this is nowhere near Maria’s original vision for Montessori, it is unfortunately the norm. Because this education philosophy flips traditional public-school curriculum on its head, most Montessori programs are private, tuition-charging and admissions-regulating. This makes it disproportionably difficult for low-income, inner-city students of color to attend such schools.  

There are, however, some Montessori charter schools that are more accessible. The National Center for Montessori in the Public Sector reports that out of the 5,000 Montessori schools in the U.S., there are about 500 public programs.¹ They are typically located in more diverse areas and federally-funded, removing the tuition barrier.

Curriculum may be too loose for some

While “following the child” should not be interpreted as “let kids do whatever they want,”it is still a less-structured curriculum than what you might find in a more common approach.

It is up to the teacher and assistant to make sure children progress on pace. Ideally, this give and take can work well. But it can also create room for some subjects to fall by the wayside.

“I would change the looseness of the curriculum,” Montgomery says, looking back on her own experience. “I was very under-prepared for math and science classes and over-prepared for language and arts classes. ”

Independence isn’t everything

Montessori is strong in fostering a sense of independence and self-guided work. But as Montgomery points out, employment situations aren’t always like that. The entrepreneurial mindset that can be so valuable can also make it hard for students to collaborate in teams and work under a rigid authority.

“Montessori school teaches you to think on your own terms, and the workforce is a more team-oriented environment,” Montgomery says.

“Students could use more support on how to collaborate,” Stepien says. “Collaboration is not a student practice that is addressed well in Montessori curriculum.” Since collaboration is such a prized skill in today’s world, some Montessori schools might definitely push their emphasis in this area.

The open-ended structure of the classroom can be intimidating for some

Children tend to like routine and structure. Even the physical barriers of desks lined up in a row can be a comfort to certain students. Montessori classrooms are built to allow movement and change and the teachers tend to guide more than directly instruct.

While this is probably not an insurmountable obstacle, it’s definitely something to bear in mind. The hierarchy of traditional classrooms allows less freedom to the students, but it can also ensure a class environment that feels ordered, safe and routine.

Should you be a Montessori teacher?

If these pros and cons of Montessori education are really exciting you, you might want to look into becoming a Montessori teacher. But before you dive in, Ricks says it’s important to do your homework on the Montessori Method.

“There is no trademark on the name, and there are many schools calling themselves ‘Montessori’ that do not follow the true methods,” Ricks says.

“While I personally believe that Montessori is for every child, I also firmly believe it is not necessarily for every adult,” Ricks says. “In order to truly ‘follow the child,’ one must first have faith in the child and the child’s natural desire to learn. ” Ricks advises every potential Montessori educator to examine themselves to see if these beliefs hold true.

If you decide you want to employ the Montessori Method, getting educated is your first step. After that, you can decide if you want to teach at an authentic Montessori school or if you just want to incorporate some Montessori principles in your teaching. Learn more about becoming a Montessori teacher or earning a Montessori credential on the American Montessori Society’s website.

If you’re not quite ready to commit to earning an Early Childhood Education (ECE) degree, take some time to learn more about the impact these professionals have on our society in our article, “5 Reasons Why the Importance of ECE Is Impossible to Ignore”

¹National Center for Montessori in the Public Sector [accessed October, 2019] https://www.public-montessori.org/montessori/

Editor’s note: This article was originally published in 2014 and has since been updated. Insight from Ricks, Jackson, Stepien and Montgomery remain from the original.

The Early Childhood Education programs at Rasmussen University are not accredited by the NAEYC Commission on Early Childhood Associate Degree Accreditation. Rasmussen University is not a partner of NAEYC and our programs are not sponsored or endorsed by NAEYC.
Graduates of Early Childhood Education programs at Rasmussen University are not eligible for licensure as a teacher in an elementary or secondary school. A Bachelor’s degree and a state teaching license are typically required to work as a teacher in a public school and some private school settings. States, municipalities, districts or individual schools may have more stringent licensing requirements. Students must determine the licensure requirements in the state and school in which they intend to work.
Childcare facilities and the states in which they are located establish qualifications for staff who work with children, and often implement guidelines regarding age, education, experience and professional development. Students must determine the licensure requirements for the state and facilities in which they work.
This program has not been approved by any state professional licensing body, and this program is not intended to lead to any state-issued professional license. For further information on professional licensing requirements, please contact the appropriate board or agency in your state of residence.

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90,000 Authority Primary School according to the Montessori Self -Education system of 6 to 12 years old Electronic version

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The author’s program “Primary school according to the Montessori system” was created on the basis of the pedagogical system of the famous teacher and psychologist Maria Montessori and twenty years of practice of using this system in kindergartens and primary schools in Russia. The teaching staff of the Private Educational Institution “St. Petersburg Montessori School of Mikhailova” and the Municipal Budgetary Educational Institution “Secondary School “Evrika-Razvitie” of Tomsk took part in its creation. At the same time, the Program takes into account the “Author’s Program of Education and Training in the Russian Montessori Kindergarten and Primary School” created by the author in 2000. Experimental work with younger schoolchildren and a deeper study of modern psychological and pedagogical works of Russian and foreign scientists allowed the author to significantly expand and more accurately describe the concept of free development of younger schoolchildren in the conditions of the object-spatial environment of the school building specially prepared for them. The humanistic orientation of the M. Montessori system, the socio-constructivist approach to the education of younger schoolchildren, the concept of free development in a specially prepared subject-spatial environment, which form the basis of the Author’s program, reflect the provisions of the Federal State Educational Standard of the IEO and imply the achievement of high-quality primary education for younger schoolchildren. nine0031 The author’s program “Primary school according to the Montessri system” is advisory in nature. It is assumed that each primary school, if desired by teachers, parents and children, will be able to use its concept in accordance with its sociocultural situation and create its own basic educational program in its key.

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In our country, more and more parents choose Montessori education for their children. When you search for “Montessori Elementary School”, Google returns over 78 million page results. There are over 25,000 Montessori schools worldwide.

Why is this method so attractive to modern parents?

One of the evidence of the international recognition of Maria Montessori was the well-known decision of UNESCO (1988), concerning only four teachers who determined the way of pedagogical thinking in the twentieth century. These are the American John Dewey, the German Georg Kershensteiner, the Italian Maria Montessori and the Russian teacher Anton Makarenko (from Wikipedia). nine0023

The phenomenon of Montessori pedagogy lies in its boundless faith in the nature of the child, in its desire to exclude any authoritarian pressure on the developing person.

In Montessori schools, children become independent, capable of self-realization, mutual assistance and cooperation. Montessori is an education that meets the needs of today’s global society. We implement such a format of education for children that gives the child an incentive, and most importantly, the ability to achieve their goals. nine0023

Children in a Montessori group are encouraged to teach, collaborate and help each other. At the same time, the teacher does not take a rigid position in the class, the child is an active participant in his own learning. Learning is intrinsically motivated in the very activities of the child and the feeling of success. The Montessori environment and the Montessori method contribute to the development of the child’s internal self-discipline. Montessori – materials help to develop feelings of sensation and perception, provide an opportunity for practical manipulation. nine0023

“Practical life” area in the Montessori classroom

In the 3-6 age group, practical life has been moved to a separate area, but in the Montessori Primary School program it is integrated into the daily care of the classroom and its inhabitants. Tasks may include helping with snacks and regular meals, watering flowers, and caring for animals. Primary school students dust, arrange materials, sweep and vacuum the floor, and keep the classroom clean and tidy. nine0023

Language and Reading

Language area includes a program of general spelling, vocabulary, graphics and phonetics, morphemics and morphology, syntax and punctuation, creative writing and research skills. Particular attention is paid to different types of reading; children get acquainted with poetry, folk tales, popular science and classical literature. Children are given the opportunity to practice rhetoric in one form or another, whether it be their own presentation or a paraphrase of another author’s work. nine0023

Visual card material, presented in the environment both in Russian and in English and Spanish. Children start learning English from Grade 1 and Spanish from Grade 3. Together with the teacher, a native Spanish speaker works in the class, whose task is to help the teacher in managing the class, as well as to create a favorable linguistic environment for mastering Spanish.

The material is created in such a way that the child has the opportunity to independently control errors. nine0023

Arithmetic and Geometry

Arithmetic begins with “golden” material, designed to introduce basic mathematical concepts (digit digit, number / symbol association, addition, subtraction, multiplication and division). The materials lend a “hands-on” quality to activities where children learn through trial and error, their own discoveries and the example of other children. The materials quickly introduce the child to the abstract world of mathematics: problem solving, fractions, borrowing and transferring a number, plotting, measuring, division into columns and algebraic equations. nine0023

Geometry is one of the most fascinating areas in the Montessori method. Specially designed Montessori materials are used to master a variety of flat and three-dimensional figures. With its help, children get acquainted with the types and arrangements of lines and angles, distinguish features of shapes. Experiments with materials allow children to independently discover relationships in space, including similarity, symmetry, and equivalence.

Space education

The philosophical basis of this pedagogical system is the belief that any part of the Universe, including humanity as a whole and each specific person, each individual, in particular, has its own purpose, its own Cosmic task, which is part of the Cosmic Plan, the general vector of development peace. But the presence of predestination does not negate the freedom of will of a person, freedom of choice – choice is the predestination of a person.

Maria Montessori describes the age of 6-12 as follows: “The elementary school child is moving to a new level of development. If earlier he was interested in objects (working with his hands, remembering names), now he is mainly interested in “how” and “why” – that is, in causal relationships between objects. The task of the elementary school teacher is to provide the child with the information and materials necessary to comprehend the entire interconnectedness of the world around. nine0023

Botany and zoology cover a wide range of biological knowledge. Special card material helps children to explore the diversity of flora and fauna, diagrams illustrate the classifications of the plant and animal kingdoms. Having thus obtained primary knowledge, children begin research on their own, putting into practice the knowledge of the characteristics of a particular plant or animal. Children also learn the basics of anatomy.

Geography and history include the study of civilizations and countries. With the help of maps of different continents, children learn the names, flags, animals, cultural and geographical features of each country. The study of history begins with an introduction to the concept of time, including clocks, calendars, and chronicles. By learning about basic human needs (housing, transportation, food, clothing), children use diagrams to learn how these needs have changed over time and across cultures. nine0023

In contrast to the fragmentary knowledge that children receive in a modern general education school, in a Montessori class, a child first of all forms a holistic picture of the world, a general picture of a phenomenon or process, and only then does he begin to study particulars. At the beginning of the year, Big Stories are told to capture the child’s imagination and encourage further exploration.

The First Big Story tells about the origin of the solar system and our planet. The second is about how life appeared on earth. The third is about how man appeared. The fourth tells about how writing appeared, and the Fifth tells about how, why and why mathematics arose … Stories are told in a special way, accompanied by interesting experiments and comparisons that amaze children’s imagination. Thus, the child receives a huge incentive to study astronomy, geography, physics, biology, history, language and mathematics. And the task of the teacher is to conduct key lessons, present the prepared material on this topic, and maintain interest. nine0023

The child is shown a general picture of the universe and points of interest are indicated, influencing the imagination. The Montessori teacher is in no hurry to give ready-made answers to the student, giving him the opportunity to think about the solution himself, and then turn to encyclopedias, reference books, and experts in this field.

Social education plays a significant role in the system of Montessori education. Working in small and large groups, ways to resolve disputes through constructive dialogue, respect for the work of other children – all this contributes to the formation of social interaction skills. nine0023

Opportunity to participate in real social life and gain practical skills needed in everyday activities (from going to the store and laundry to managing the family budget), regular visits to museums and exhibitions, concerts and performances, zoo and ethnic parks, technical industries and special institutions , is another feature of our education. Montessori class 6-9 is not a closed educational space, but life itself. We do not prepare children for the future life, but we live it with interest here and now. nine0023

Other subjects taught in our class are music and creative lessons. To develop a child’s musical ear and to get acquainted with musical literacy, we use in our work a unique musical Montessori material – musical bells.

Tracking and evaluating performance

Primary school children begin to keep track of work done. Accounting can be in the form of a journal, work plan, diagrams or bar charts. In some classes, children can draw up a kind of contract, where they fix their obligations to complete tasks for a certain period (week, month, etc.). The child chooses an activity at his own discretion and can perform it either together with another child, or in a group, or independently. nine0023

Accounting for assignments helps children better navigate the setting of further tasks and gives the teacher an understanding of what has been learned and what still needs to be worked on.

Montessori pedagogy does not use comparisons and measurements according to existing general standards. Instead, children learn freely, without coercion, outside interference or criticism. We are convinced that rewards, like punishments, are harmful to a person’s inner orientation and that people should learn from their own motivation. nine0023

Instead of traditional teacher grades, children can self-assess their work. The children discuss the system of monitoring the acquired material together with the teacher at individual conferences and adhere to it throughout the year.

Several times a year we have one-on-one meetings with the family to discuss the child’s work in the classroom and their progress.

Teaching methodology

Montessori Elementary School Curriculum

Montessori education focuses on the needs, abilities and gifts of each individual child. Children learn best when they can determine their own pace and way of learning. Therefore, Montessori educators encourage children to be in control of their choice of pace, theme, and consolidation of what they have learned.

But this does not mean that the training program is made spontaneously and the results of training are unpredictable. The program developed for the entire period of study allows parents to visually see at what stage of education their child is.