How can Montessori help you to teach children to read and to write?
Monterssiori approach to writing by oztrovok
Tag: montessori
Montessori Kindergarten: Reports from the Field
Once upon a time, I worked at a Montessori kindergarten in southeast Melbourne for over 6 months. I finally found time to put my impressions down on paper. I had read many books by Maria Montessori herself, monographs about the method, as well as textbooks during my studies at Monash University. I’d also encountered Montessori as a parent. When my son was a year and a half old, some friends and I enrolled in a “parent and toddler” group in Moscow. Misha loved it, but “parent and toddler” is more of an entertainment really—you can’t fully understand the system that way. A child needs complete immersion, ideally attending a Montessori kindergarten for half a day to a full day, at least three days a week.
So, my first impressions. To make this review more interesting, I decided to add sections: “How It Should Be” (that is, what a Montessori classroom should ideally be like—the principles, ideas, and my expectations) and “How It Actually Is” (what I saw in our Montessori kindergarten)! Out of respect for the children’s and their parents’ privacy, I’ll only publish photos of children at work if their faces aren’t visible.
SPACE
How It Should Be
Order is the fundamental principle of Maria Montessori’s approach. Therefore, the space should be clean, bright, and beautiful. Furniture and equipment should be child-friendly, chairs light enough for children to move, shelves accessible and convenient.
How It Actually Was
The Montessori kindergarten where I worked fully complied with Montessori “laws” and principles. It was a beautiful mansion, a real palace for children. Very bright, with natural sunlight rather than artificial light, thanks largely to enormous windows and glass doors. Wooden shelves, chairs, and tables created an atmosphere of naturalness. Add to this the magnificent pines and eucalyptus trees outside and a handcrafted playground covered with special wood chips.
EQUIPMENT
How It Should Be
A prepared environment filled with Montessori-created materials, arranged by zones: sensory, practical life, mathematics, language, geography and world, biology, art.
In such a prepared environment, children learn independently; the teacher’s role is to create the appropriate learning environment. When working with materials, the child returns them to their place on the shelf. Each child has their own workspace—a mat for floor work or a table.
How It Actually Was
All the materials were absolutely new, high-quality, and pleasant to study and work with. However, children didn’t always put them back in place—they often scattered materials and lost “parts.” We teachers had to intervene in the process and “give presentations.” It was very heartening that children threw napkins in the trash, cleaned up sand after themselves, swept the room, dusted, poured water into pitchers, and watered plants.
You could say that the environment was indeed incredibly effective for developing independence.
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THE CHILD
How It Should Be
Montessori believed children have an innate inclination toward learning, thanks to their absorbent minds.
Additionally, there are certain sensitive periods in a child’s life when they are most receptive to absorbing particular information or mastering certain skills.
Montessori education is child-centred, not curriculum-centred. In a Montessori classroom, each child develops at their own pace.
How It Actually Was
Although some special group lessons for everyone existed, children were generally free to choose what to do.
While three-year-old Evie poured water from one small pitcher to another, four-year-old Alex wrote in his notebook in capital letters “I love my mum,” and Harper worked on addition.
Most of the time, children were busy with activities, but I noticed that Montessori’s philosophy often needed Vygotsky’s added to it, with his zone of proximal development. Suggesting a child do something together (because it’s social and communicative), offering new materials or a new approach, or providing help.
What I Didn’t Like
I didn’t like that sometimes we had to raise our voices at the children. They wouldn’t listen. The impression from Montessori’s books is that directresses (as Maria called teachers) are role models for children and, consequently, speak quietly and calmly.
We often had to “bark” at the children to stop bad behaviour.
What I Really Liked
Personally, as a fan of Vygotsky and the sociocultural approach, I wasn’t thrilled that Montessori lessons are supposed to happen in complete silence. Children love to talk, and through communication with adults, they acquire language. Moreover, following Vygotsky, I believe that language and consciousness are closely connected.
Montessori undoubtedly develops self-regulation and self-control. Children learn to move carefully around the room, to listen for the bell as a signal that the teacher has a special message. They learn to take things and return them to their places. And neatness too. Of course, we can’t overlook that Maria Montessori developed amazing mathematics materials. These materials—the “red rods,” “spindles,” “geometric cabinet,” “golden material”—make it possible to give preschool-age children fundamental knowledge of mathematics
Other articles about Montessori
The Montessori Approach: my experience as a non-montessori teacher
The Montessori method, developed by Italian educator Maria Montessori, has stood the test of time. Despite criticism and shifts in educational fashion, Montessori schools and preschools now exist worldwide. In fact, in the US, noting “Montessori” in a school history can be seen as a plus on a resume.
What drew me in were several key ideas at the heart of the Montessori approach:
1. Respect for the Child
Many education philosophies speak of “respecting the child,” but Montessori truly puts this into practice. In this approach, both teachers and parents are observers—active and attentive, but ultimately observing. Each child is a unique individual, and our role is to support their unfolding development.
That’s why you’ll often see parents on the floor alongside their toddlers—there’s no teacher’s desk, no authoritarian tone. The core message of Montessori is: “Help me do it myself.”
Have you noticed how toddlers try to grab a fork, sweep the floor, or brush their own hair? My son loved these kinds of tasks. He’d load the washing machine. He would carry around the vacuum cleaner pipe. He also tried to feed me with a spoon. He learned all these through observation and hands-on experience. I let him explore, even when it made grandparents nervous.
2. Independence
Montessori is built on the idea that children need independence to develop. They’re not forced to follow someone else’s pace. They’re offered carefully prepared materials and invited to engage, but the choice is always theirs. Maria Montessori wrote: “My school prepares children for life, not for school.”
My son’s first word after “grandma” was “Mine!” Independence, it seems, comes naturally.
So what gets in the way of this principle? Fear and convenience. It’s quicker to clean up ourselves than let a toddler handle breakables. But by doing so, we deny children real experiences that build responsibility.
Montessori environments are child-sized: lightweight chairs, small tables, tools they can use safely. Children set up their own work areas in places that feel right to them. In Montessori groups, children are expected to participate—tying laces, pouring water, washing hands, sweeping, and even gardening.
Practical life skills are a core part of the Montessori day. And each child develops these skills at their own pace.
3. A Prepared Environment
In our group, around seventy children came through daily. Not once did a toddler swallow a bead or acorn—items we often ban at home. Why? Children who are trusted learn to treat materials with care. They take joy in placing a bead carefully on a tray. The adult’s job is to demonstrate—not scold.
There’s no rote learning or pushing abstract knowledge like Shakespeare or algebra. Everything starts from the child—their interest, readiness, and motivation to touch, explore, toss, sort, or tidy up.
I initially pictured Montessori as chaotic: wild kids running around, eating beads and hitting each other with toy screwdrivers. In reality, every room we visited—whether for infants or preschoolers—was calm and orderly.
Surprisingly, creating this sense of order was easy. Children crave structure. They thrive on consistency. Maria Montessori identified three key kinds of order children seek:
- Order in space: children want familiar surroundings—recognisable beds, regular places for toys, and routines that don’t shift constantly.
- Order in time: it’s not rigid schedules they need, but a dependable sequence of daily events—wake up, eat, play, clean, rest.
- Order in expectations: they need clarity. If a parent frequently says “just kidding” or fails to follow through, children learn not to take them seriously.
A Montessori educator once shared this story:
After a class, a boy started kicking off his shoes. The mother, flustered, warned him: “If you don’t stop right now, I’ll throw your shoes out the window!”
The teacher calmly asked, “Shall I open the window?”
The mother replied, “Oh no, I didn’t mean it…”
Children understand everything. They’re watching us to learn what we truly value—not just what we say.
The Role of the Senses
Many early learning philosophies involve sensory play. Today’s toy stores and websites are full of ideas—wooden blocks, first books, etc. But no one developed a more comprehensive set of sensory materials than Montessori.
When we first visited a Montessori classroom, I was amazed. There was a water table, a gym corner, math materials, and endless sensory trays. My child was in heaven—touching, pressing, climbing, exploring. I was fascinated, too.
Montessori educators built these spaces based on what children enjoy most. The materials help develop every sense—touch, sound, sight, even the concept of space. Before creating her method, Maria Montessori studied child development deeply. She identified “sensitive periods.” These are stages when children are especially open to learning certain skills.
For example, one-year-olds love to touch and throw; three-year-olds often start breaking words into syllables. While children can learn at any age, Montessori uses these windows of heightened sensitivity to support development.
Another key feature: mixed-age groups. Montessori classes are not split rigidly by age. Younger children learn from older ones. Older children reinforce their knowledge by helping the younger ones. This peer dynamic is central to Montessori and differs from the age-homogenous model used in many preschools.
Montessori in the 21st Century
What appealed to me most, as a parent, is how Montessori prepares children for the real world. Unlike rigid schools where I was once forced to eat food I hated (I still remember the cold beetroot soup), Montessori respects children’s preferences and encourages decision-making.
When a child spills something in a Montessori room, she grabs a broom and cleans up herself. That’s not wishful thinking—it’s everyday reality. Children in Montessori settings grow up confident, flexible, and able to work with others. Best of all, they don’t miss out on childhood. Learning is playful and engaging.
Freedom and Discipline
Montessori defines freedom as the ability to choose what’s best for yourself and others—not doing whatever you want. There’s a strong Kantian undertone here: freedom comes with responsibility. There’s only one of each material in the classroom. Even if it’s the most exciting activity, a child must wait their turn. This teaches patience, turn-taking, and community-mindedness [✔️ Confirmed].
Conflict resolution is handled gently. There are no punishments. Instead, educators model empathy—encouraging children to consider others’ feelings. Rules aren’t barked; they’re demonstrated.
Want to Explore Montessori?
Before enrolling your child, it helps to read up. I’d recommend The Absorbent Mind by Maria Montessori and the guide Help Me Do It Myself. You might also explore books like How to Help Your Child Build Themselves. Make sure to verify the exact author if referencing publicly.
What is your experience with Montessori?
7 Fascinating, Lesser-Known Facts About Early Childhood Theorists
Think you know everything about the great minds behind early childhood education? Here are 7 fascinating, lesser-known facts about Vygotsky, Montessori, Erikson, Gardner, Steiner, and more. These influential thinkers shaped how we understand and nurture children’s development—and their stories are just as compelling as their theories!
1. Lev Vygotsky’s Brief Life
Did you know? Lev Vygotsky completed most of his groundbreaking work in just 10 years. He passed away at 37 from tuberculosis. Yet his theories—like the Socio-historical theory and Zone of Proximal Development—still shape education worldwide. Despite his short career, his ideas about social learning and scaffolding remain foundational. Bonus fact – he was a Marxist.
2. Maria Montessori’s Nobel Prize Nomination
Here’s a surprise! Maria Montessori was nominated for the Nobel Peace Prize three times for her educational methods. This emphasise peace, independence, and respect for the child. Montessori remains one of the most recognized early childhood theorists. Her work wasn’t just about classroom materials; it was a vision for how education could create a more harmonious world.
3. Erik Erikson’s Name Change
Fun fact! Erik Erikson wasn’t originally named Erikson. He was born Erik Salomonsen but later adopted the surname “Erikson” to reflect his identity as “the son of himself.” This personal journey of self-discovery perfectly aligns with his Stages of Psychosocial Development, particularly the focus on identity formation.
4. Vygotsky’s Influence on AI and Robotics
Did you know? Vygotsky’s Zone of Proximal Development has found applications far beyond the classroom. It’s widely referenced in Artificial Intelligence and Robotics to design systems that can assist humans. This connection between educational theory and cutting-edge technology highlights the enduring relevance of Vygotsky’s work among early childhood theorists.
5. Montessori’s War Efforts
A hidden history! During WWII, Montessori’s methods were banned by fascist governments because of their focus on independence and freedom. Montessori fled to India, where she trained thousands of teachers and introduced her methods globally. Her resilience ensured that Montessori education would thrive despite political challenges, a true testament to early childhood theorists’ influence.
6. Howard Gardner’s Unexpected Passion
Did you know? Howard Gardner, the father of the Multiple Intelligences Theory, initially wanted to be a pianist. His passion for music influenced the inclusion of Musical Intelligence in his groundbreaking theory. This expanded our understanding of how children learn and excel in diverse ways. Gardner remains a prominent figure among early childhood theorists.
7. Rudolf Steiner’s Esoteric Philosophy
A surprising twist! Rudolf Steiner, the founder of Waldorf Education, was also a philosopher of esoteric spirituality. His belief in anthroposophy—a philosophy connecting the spiritual and material worlds. It heavily influenced the holistic nature of Waldorf schools, where creativity and imagination play central roles. Steiner is another notable name among early childhood theorists.
Who Knew?
Who knew these theorists had such unique stories behind their revolutionary ideas? Their lives remind us that education isn’t just about facts and methods. It’s about the passions, philosophies, and visions that drive us to create a better future for children.
Which of these stories surprised you the most? Let me know in the comments! If you’re fascinated by the lives behind the theories here is my resource on theories and theorists.
Why Every Early Childhood Centre or Program Should Have Cooking Classes for Children
When I worked in Montessori Kindergarten, I was impressed how washing and cutting vegetables with real knives and boards was part of the program. Children used to pick up herbs from the garden, wash the dishes and participate in cooking preparation, serving meals and sharing them as a community. I was hooked.
This reminded of my good old days spent with my beloved grandma, baking pies, picking up parsley from her garden, juicing apples and “helping” her to make traditional russian dumplings – pelmeni. These memories were not only treasured, but impacted my love for gardening and importance of home made cooked meals, traditions of cooking together and how it could teach children life-long skills and dispositions. This convinced me that cooking classes should be part of every early childhood centre’s program. Here’s why.
Cooking: Lifelong skills
Cooking with kids is more than just preparing food; it’s an educational experience. In that Montessori classroom, I saw how cooking sparked curiosity and fostered growth. That’s why I introduced it as part of my own ECE curriculum when I became a kindergarten teacher. Children weren’t just following recipes—they were developing cognitive skills like problem-solving and decision-making. This aligns perfectly with the principles of the Early Years Learning Framework (EYLF 2.0), which emphasises holistic development and learning through play and real-life experiences .
Part of your program can be excursions to local farm markets or supermarkets to get the ingredients for cooking
Building Confidence and Independence
There’s nothing like the pride on a child’s face when they’ve made something themselves. Cooking teaches kids independence and boosts their confidence, showing them they can accomplish things on their own. This supports Outcome 1 of the EYLF 2.0, which focuses on children developing a strong sense of identity and confidence . Children love different food and they love talking about it.
Creating Lifelong Healthy Eating Habits
Involving children in meal prep is a great way to introduce them to healthy eating. When kids participate in cooking, they’re more likely to try new foods and develop a lasting appreciation for nutritious meals. This directly connects with EYLF Outcome 3, which highlights the importance of promoting children’s health and wellbeing , with the added suboutcome requiring us to support children to take increasing responsibility for their health.
Hands-On Sensory Learning
Cooking is a fantastic way for children to develop sensory and fine motor skills. Tasks like chopping, stirring, and measuring engage their hands and eyes in a fun and educational way, laying the foundation for skills they’ll use later in life. This kind of hands-on learning is essential for meeting the National Quality Standard (NQS) set by ACECQA, which advocates for diverse and meaningful experiences that enhance children’s development .
Fostering Creativity
The kitchen is a place where kids can unleash their creativity. Whether it’s decorating cookies or inventing a new dish, cooking allows them to experiment and express themselves. This creative exploration ties into EYLF Outcome 4, encouraging children to be confident and involved learners .
Cooking is more than just a fun activity; it’s a powerful tool for teaching children essential life skills. From boosting confidence to fostering creativity, cooking offers countless benefits that make it an invaluable part of early childhood education. If you’re involved in early childhood programs, consider adding cooking classes to your curriculum. The rewards are well worth it.
For further guidance on aligning your program with the Early Years Learning Framework (EYLF 2.0), visit the EYLF 2.0 overview. Additionally, to ensure your program meets the National Quality Standard, consult the Australian Children’s Education & Care Quality Authority (ACECQA) resources.
Watch my video on how to support healthy eating in your centre