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A COMPARISON OF MONTESSORI AND TRADITIONAL PRE-SCHOOL EDUCATION |
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MONTESSORI |
TRADITIONAL |
| ·three-year age span | ·all one age |
| ·motivated by self-development | ·teacher-motivated |
| ·self-correcting material | ·teacher corrects errors |
| ·children learn by handling objects and teaching themselves | ·teacher lectures |
| ·teacher is observer and directress | ·teacher is focal point and dominant influence |
| ·child completes “cycles of activity” | ·activity cycles determined by set time |
| ·freedom to move and work within classroom | ·assigned seats and specific class periods |
| ·work for joy of learning and sense of discovery | ·work because they are told to |
| ·child provides own stimulus to learning | ·teacher provides |
| ·child centered learning environment | ·teacher centered |
| ·quiet by choice and out of regard for others | ·quiet enforced |
| ·materials used for specific purpose with sequence of steps | ·materials used in many ways without previous instruction |
| ·environment provides discipline | ·teacher provides discipline |
| ·encouraged to help one another | ·seek help from teacher |
| ·child chooses materials | ·teacher sets curriculum |
| ·child sets own pace | ·teacher sets pace |
| ·child free to discover on own | ·teacher guides child |
| ·emphasis on concrete | ·emphasis on abstract |
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