“Play is the work of the child,” said Dr. Maria Montessori.
Play is a central part of the Montessori philosophy but what that play looks like differs from most traditional or play-based early childhood programs.
Montessori desired to engage a child’s voracious appetite and capacity for knowledge and gaining independence with rich experiences in the environment. Montessori “play” is often referred to as “real pretend,” because the activities that children engage in are real-life activities done in a way that is fascinating to the child, developmentally appropriate, enjoyable and purposeful!
It is interesting to note that studies have found that, when offered “real-life” activities and “toys”, children usually find the most enjoyment in, and return to time and time again, the real-life activities over the toys! Science explains this from the viewpoint that “the human brain has evolved for the real world, and when we give children . . . images about worlds that don’t exist, we are not developing sensory capacities that are geared to processing the real world around them.” (Source.)
There are some similarities between Montessori and play-based preschools, including:
- Child-centered
- Promote a love of learning
- Freedom for children to choose their own activities
- Unstructured windows of time for free play
- Encourage peer interaction and social-emotional development
Studies show that central to playful learning is the idea that teachers act more as the Socratic “guide at the side” than a “sage on the stage”. In fact, in Montessori, we intentionally refer to our teachers as guides, emphasizing the nature of their role in the classroom.
It’s important to understand that there is a place for what is called “guided” play. Free play is not sufficient on its own for healthy development. In guided play, the teacher observes a child’s development and interests and introduces a variety of learning experiences to the child. She asks questions to guide the child along their journey of discovery. The child is not compelled to participate in these experiences but is invited into them. This guided approach to play supports learning in all areas: spatial, literacy and mathematics. (Source.)
Play-based learning has a wide variety of interpretations, and many programs integrate multiple philosophies to build their own program. In addition, Montessori schools are not trade-marked, and there are a wide variety of school philosophies. However, here are some differences you may discover between programs
MONTESSORI | PLAY-BASED |
Concrete, purposeful learning materials | Open ended learning materials |
Primarily individual, self-directed learning | Primarily free-play with some large group lessons |
Imagination encouraged through “real pretend” play | Imagination encouraged through a wide variety of play including fantasy play |
Formal, one-on-one instruction based on child’s interest and development | Indirect instruction through play activities |
Focus on development of the individual and independence | Focus on peer-to-peer relationships, cooperative play |
Formal introduction of academics including math, language, science, geography/culture at a younger age | Indirect introduction of basic math and language through play at a later age |
Task-oriented work and practical life exercises | Sensory work and dramatic play activities |
“By maximizing children’s choice, promoting wonder and enthusiasm for learning, and leveraging joy, playful learning pedagogies support development across domains and content areas and increase learning relative to more didactic methods,” summarizes NAEYC. (Source.)
All of these are wonderful reasons to enroll your child in our program! Contact us today to inquire about full or part time openings!
