Montessori encourages cooperation rather than competition, and has the fundamental principle that children learn at different paces, and not every person will learn the same way.
Therefore, we have select materials, specifically designed to isolate one difficulty, which we present to the child and they then repeat and repeat until they have mastered this particular thing. By doing it in this way, the child is encouraged to satisfy their own curiosity, before moving onto the next step.
There are strict boundaries in place with Montessori, and children are not allowed to touch materials that have not been presented to them. But once they have received the appropriate presentation, they are able to use that material.
The materials have subtle continuities that go through the first and the second plane, into the cosmic educational classroom.
It is true that we do not encourage fantasy play before the age of 6. The reasons for this are a) Dr Montessori noted that children preferred the real things rather than imitation toys. Because of this, practical life skills (such as pouring, wiping, folding napkins) were integrated to the curriculum. Whilst some PP’s might not value this, there are many children who have a great sense of achievement when they develop the skills they have observed through watching adults around them, and are able to actively participate in the daily routines.
b) Dr Montessori also noted that fantasy (which during her lifetime often revolved around fairytales) were too much for children under the age of 6. From the age of children are more able to distinguish fantasy from reality. (On a personal note, I feel that today, fantasy play is much more child friendly. Of course my Dc were exposed to Pixar/Disney etc. but I am happy from them to have a break from this during school, and they can live out fantasies at home.)
Montessori appears to have become a buzz word over the last decade and used in marketing without any real knowledge of the pedagogy, sustenance or connections. Sadly there is nothing that can be done about that, but the result is that a lot of opinions form, as this thread has demonstrated.
Imagination is a very important part of Montessori, as children have to be very well informed with solid experiences to understand the world of dinosaurs, for example. Children are not barred from using their imagination but fantasy is kept out of 3-6. 6-12 does incorporate it actually, my classroom is full of Lord of the Rings, Star Wars and Harry Potter fans, which of course, I incorporate into the classroom when appropriate.
“Imagination relies on a solid foundation of real-life experiences, accompanied by ample opportunity for exploration and experimentation- this includes exploration and experimentation through pretending or imagining alternative outcomes. “
– Sarah Werner Andrews, “The Development of Imagination and the Role of Pretend Play”, 27th International Montessori Congress
It is true that a Montessori accredited teacher does not have to have a formal teaching qualification. Just as state teachers don’t have montessori training. They are too separate pedagogical approaches, so different qualifications. There are MANY staff who have dual though, globally, IME.
In a correct Montessori setting, children should have access to outside at all times. This includes as they get older. The 12-15 year olds in my school are very interested in permaculture, and have a garden section dedicated to them, for this, for example. 3-6 have a section to grow vegetables. The 6-12 did not want one this year, but they are very focused on stones and generally digging (and all that goes alongside it) at the moment.
If the adult finds the settings boring, that’s ok. They are not in place to appease the adult. They are there for the child. But more and more places are moving away from
bright information boards, and to calmer, neutral environments.
And no, you cannot quantify the influence of nursery in an adult. Apologies for my quick post before I started work, without any clarification! I am not referring solely to a nursery setting, but I am referring to the entire Montessori pedagogy, which covers the four planes, from 0-24 years. It’s incredibly fascinating and I would encourage you to read more about it. It is not purely academic targets but on developing the person as a whole, which does impact upon a persons outlook in life. As I said earlier, cooperation rather than competition. History, for example is taught from an angle of appreciation and gratitude for all of those who went before us, rather than wars/dates to be analyzed and remembered.
I am AMI accredited, and their website is an interesting place to start.
montessori-ami.org/resource-library/presentations
Sophie Denervaud did an excellent study in 2019, for those who are interested.
It is noted that sadly montessori practices are often privatized and out of the reach of everybody. I cannot believe that this would have been Maria Montessori’s wishes. But as I said up thread, in the UK, you have a wonderful child led education.
I also did the curiosity approach training, and that is just wonderful for Early Years, as well.