Montessori Schools versus Traditional Child Care or Preschools
There are a number of differences inherent in a Montessori program when comparing to a traditional early childhood education experience. Some simple things include:
Mixed-Age Classrooms
Why? We’re not bound by a set curriculum in a classroom—children are constantly challenged and can progress at their own pace. Younger children also benefit by having older role models to learn from and look up to.
Montessori-Certified Teachers
Educators in Montessori classrooms are specially trained and certified in the Montessori method, allowing them to guide children through self-directed learning experiences.
Unique Montessori Materials
The Montessori method uses special hands-on materials designed to promote critical thinking, independence, and problem-solving skills.
Communication and Self-Esteem
At Step By Step Montessori, students are encouraged to share ideas and discuss their work with peers. This fosters strong communication skills that help them adapt easily to new settings. Montessori’s non-competitive, self-directed approach builds confidence and a positive self-image—both critical indicators of future success.
Adaptability and Independence
Montessori children tend to be unusually adaptable when compared to those in traditional daycare or childcare centers. They learn to work independently and collaboratively, developing essential life skills such as time management, decision-making, and the ability to interact with diverse groups of people. In contrast, traditional programs often rely on teachers to direct, manage, and correct children's work.
A Calm and Peaceful Environment
Montessori classrooms are intentionally designed to create a calm, peaceful atmosphere that supports focused, engaged learning.
Global Reach and Proven Impact
Montessori education has been practiced for over 100 years and remains the largest pedagogy in the world, with over 22,000 schools across 120 countries. Its lasting global influence reflects its effectiveness in nurturing capable, confident, and independent learners.
| Step By Step Montessori | Traditional Day Care or Child Care Settings |
|---|---|
| Emphasis on cognitive structure and social development. | Emphasis on rote knowledge and social development. |
| Teacher has unobtrusive role in classroom activity; child is an active participant in learning. | Teacher has domain, active role in classroom activity; child is a passive participant in learning. |
| Environment and method encourage internal self-discipline. | Teacher acts as primary enforcer of external discipline. |
| Instruction, both individual and group, adapts to each student’s learning style. | Instruction, both individual and group, conforms to the adult’s teaching style. |
| Mixed age grouping. | Same age grouping. |
| Children are encouraged to teach, collaborate, and help each other. | Most teaching is done by teacher and collaboration is discouraged. |
| Child chooses own work from interests and abilities. | Curriculum structured for child with little regard for child’s interests. |
| Child formulates own concepts from self-teaching materials. | Child is guided to concepts by teacher. |
| Child works as long as she/he wishes on chosen project. | Child generally given specific time limit for work. |
| Child sets own learning pace to internalize information. | Instruction pace usually set by group norm or teacher. |
| Child spots own errors through feedback from the material. | If work is corrected, errors usually pointed out by teacher. |
| 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. |
| Multi-sensory materials for physical exploration. | Fewer materials for sensory development and concrete manipulation. |
| Organized program for learning care of self and environment (cleaning the sink, taking care of plants or animals, etc.) | Less emphasis on self-care instruction and classroom maintenance. |
| Children work where she/he is comfortable, moves around and talks at will (yet does not disturbs the work of others); group work is voluntary and negotiable. | Children usually assigned their own chair in day care; encouraged to sit still and listen during group sessions. |