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Montessori vs Traditional


Montessori children are extremely adaptable. They have learned to work independently and in groups. Since they have been encouraged to make decisions from an early age, Montessori children are problem-solvers who have learned to make appropriate choices and manage their time well. They have been encouraged to exchange ideas and discuss their work freely with others. Their good communication skills ease the way in new settings.Research has shown that the best predictor of future success is a positive sense of self-esteem. Montessori programs, based on self-directed, non-competitive activities, help children develop strong self-images and the confidence to face challenges and change with optimism.


Comparison of a Montessori and Traditional Education



MONTESSORI


Individual and group instruction adapts to each student’s learning style


Teacher’s role is unobtrusive; child actively participates in learning


Emphasis on cognitive structures and social development


Environment and method encourage internal self-discipline


Mixed age grouping


Children are encouraged to teach, collaborate, and help each other


Child chooses own work from interests and abilities


Child formulates concepts from self-teaching materials


Child works as long as he/she wants on chosen project


Child sets own learning pace to internalize information


Child spots own errors through feedback from material


Learning is reinforced internally through the child’s own repetition of activity and internal feelings of success


Multi-sensory materials for physical exploration development


Organized program for learning care of self and environment (polishing shoes, cleaning sink, etc.)


Child can work where he/she is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable


Organized program for parents to understand the Montessori philosophy and participate in the learning process



Traditional


Individual and group instruction conforms to the adult’s teaching style


Teacher’s role is dominant, active; child is a passive participant in learning


Emphasis on rote knowledge and social development


Teacher acts as primary enforcer of external discipline


Same age grouping


Most teaching is done by teacher and collaboration is discouraged


Curriculum structured for child with little regard for child’s interest


Child is guided to concepts by teacher


Child generally has given specific time limit for work Instruction pace usually set by group norm or teacher


Errors corrected by teacher


Learning is reinforced externally by rote repetition and rewards / discouragements


Few materials for sensory development and concrete manipulation


Less emphasis on self-care instruction and classroom maintenance


Child assigned seat; encouraged to sit still and listen to teacher instructions


Voluntary parent involvement, often only as