How We Differ from a Traditional Daycare and Kindergarten
Parents of our students will tell you that the biggest difference between our school and a traditional daycare or kindergarten can be found in the light they see in their child’s eyes each day. This light is their child’s drive to learn and develop; it represents the key contrast between Montessori schools and traditional schools.
Both Montessori and traditional preschools have the same goal: to provide learning experiences for the child. The differences lie in the types of learning experiences each school provides and the methods they use to accomplish this goal. We believe these differences are crucial because they help shape how a child learns, whether they enjoy learning, and their future attitude towards themselves and the world around them.
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Emphasis on cognitive structures and social development |
Emphasis on rote knowledge and social development
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Teacher has unobtrusive role in classroom activity; child is an active participant in learning |
Teacher has dominant, active role in classroom activity; child is a passive participant in learning
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Environment and method encourage internal self-discipline
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Teacher acts as primary enforcer of external discipline |
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Instruction, both individual and group, adapts to each student’s learning style
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Instruction, both individual and group, conforms to the adult’s teaching style |
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Mixed age grouping
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Same age grouping |
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Children are encouraged to teach, collaborated, and help each other
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Most teaching is done by teacher and collaboration is discouraged |
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Child chooses own work from interests and abilities
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Curriculum structured for child with little regard for child’s interests |
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Child formulates own concepts from self-teaching materials |
Child is guided to concepts by teacher
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Child works as long as s/he wishes on chosen project |
Child generally given specific time limit for work
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Child sets own learning pace to internalize information
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Instruction pace usually set by group norm or teacher |
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Child spots own errors through feedback from the material |
If work is corrected, errors usually pointed out by teacher
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Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success |
Learning is reinforced externally by rote repetition and rewards/discouragements
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Multi-sensory materials for physical exploration
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Fewer materials for sensory development and concrete manipulation |
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Organized program for learning care of self and environment (polishing shoes, cleaning the sink, etc.)
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Less emphasis on self-care instruction and classroom maintenance |
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Child can work where s/he is comfortable; moves around and talks at will (without disturbing the work of others) group work is voluntary and negotiable
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Child usually assigned own chair, encouraged to sit still and listen during group sessions
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Organized program for parents to understand the Montessori philosophy and participate in the learning process |
Voluntary parent involvement, often only as fundraisers, not participants in understanding the learning process |