Montessori
Emphasis on cognitive structures and social development
|
Traditional
Emphasis on rote knowledge and social development |
| Teacher has unobtrusive role in classroom activity; child is an active participant in learning |
Teacher has dominant, 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 groups |
Same age groups |
| 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 interest |
| Child formulates own concepts from self-teaching materials |
Child is guided to concepts by teacher |
| Child works as long as he/she 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 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/discouragement |
| Multi-sensory materials for physical exploration |
Fewer materials for sensory development and concrete manipulation |
| Organized program for learning care of self and environment (polishing shoes, cleaning sink, etc.) |
Less emphasis on self-care instruction and classroom maintenance |
| Child can work where he/she is comfortable, moves around and talks at will (yet disturbs not the work of others); group work is voluntary and negotiable |
Child is usually assigned own chair; encouraged to sit still and listen during group sessions |
| Organized program for parents to understand the Montessori philosophy and participate in the learning, not participants in understanding the learning process |
Voluntary parent involvement, often only as fundraisers, process |
