Montessori Basics: Reality vs. Fantasy

We all know Montessori classrooms differ vastly from their more conventional, traditional counterparts, and views on how children developmentally react to fantasy and reality are one of the key components of those differences.

You may or may not already know, but Montessori schools discourage the introduction of fantasy to young children (children under the ages of 5 or 6). This means we do not use play kitchens, have a dress-up area in the classroom, or rely on books with dragons and fairies. This often evokes a visceral reaction from those new to the approach, but after learning the scientific reasoning it makes much more sense.

Some people hold a misconception about Montessori regarding their assumption that the method stifles imagination and creativity. The is unequivocally false. We wonder if this misconception stems from tangled definitions of fantasy and imagination, which are two very separate concepts. Fantasy is the stories and ideas drawn from a world which does not exist (those fairies, dragons, talking horses, etc.). Imagination is the ability to conjure images or scenarios in one’s own mind, separate from present sensorial input.

So, what is the difference, really?

Fantasy is giving wooden fruit to play with instead of a real banana to slice. Fantasy is reading a book about a talking dog rather than reading a book about the different breeds of dogs around the world.

Imagination is a child on the playground pretending they are an eagle because they saw a live one for the first time that weekend. Imagination is children playing ‘family’ because they are driven to practice the roles that are modeled for them in their own homes.

Imagination is inherent in the human mind. It’s where our creativity comes from, and it’s one of the ways we process learning about the amazing world around us.  As Montessorians, we revel in the magic of imagination (and, as children get a bit older, we use it to our advantage, but more on that later).

As Montessorians, we recognize that young children have a difficult time distinguishing the differences between reality and fantasy, and that blending the two within their experience can be confusing.  We also know, from Dr. Montessori’s own observations, that young children typically prefer reality to fantasy.  For example, in her first classroom, she had a dollhouse and read folktales.  Children were far more interested in leaving those activities behind to observe an earthworm or serve tea to visitors.

Our perspective asserts that in a young child’s life, everything they encounter is awe-inspiring and fills them with wonder.  We need not tell them tales of unicorns, in part because they often have a hard time distinguishing between whether they are real or not, but also because an actual horse is just as fantastic to them.  When the whole world is still relatively brand-new, animals, plants, the environment, and real people provide more than enough inspiration for their young minds.

We all know that even very young children utilize their imaginations (as we mentioned several examples above).  This is a normal and natural part of development which we value and honor.  We would just rather give our students real, authentic opportunities as opposed to presenting them with fake ones.  We know that a three-year-old is fully capable of learning basic food preparation skills, so we guide them and leave them with a sense of empowerment.  Even a toddler is old enough to begin learning how to sweep up a mess on the floor.  Rather than supplying a toy cleaning set, we make available real cleaning tools that are appropriately sized, and we guide young children as they learn to use them effectively.

Once children enter the second plane of development, around age 6, our approach shifts.  We know children are more able to differentiate between reality and fantasy, so we don’t discourage fantasy books (although we do provide plenty of nonfiction).  We also know that children at this age, through about age 12, are highly motivated to learn through the use of their imaginations.  

While we still do not rely on fantasy to drive our teaching, we do lean heavily on imagination for older children.  Several of our most important, foundational lessons about the universe, life on Earth, and humanity itself are delivered with the use of storytelling.  The stories we tell are true, but we allow children to mentally picture themselves in historically critical moments.  Elementary-aged children are seeking to find their own place in the universe, and their developed sense of imagination helps take them there.

So, what are the practical implications of these principles in regards to parenting? We would say give your young children the gift of reality! Give them opportunities to use real tools, to go outside and observe and discuss real things. The younger the child is, the closer to reality everything that you present to them should be.

The Montessori Approach to Monitoring Progress

Merriam-Webster defines assessment as:

“The Action or an instance of making a judgment about something: the act of assessing something.”

How do guides track progress?

Notes. Notebooks full of thoughtful and detailed handwritten notes. At least that’s the traditional way of recording progress. Many schools are now shifting over to digital platforms that are created specifically for Montessori schools. Still, many Montessori teachers continue to keep their own detailed records by hand.

Montessori teachers are masters of observation. They think like scientists and spend lots of time sitting back and quietly watching the children at work. When they’re not giving lessons, they’re observing. They write all these observations down and then review them later to help decide what lessons to revisit, what new materials to present, or even what parts of the classroom environment need attention or change.

Summative assessment vs. Formative assessment?

Traditional schooling relies a lot on summative assessment. Summative assessment relies on testing, which is usually done at the end of one unit, or a cumulative standardized test at the end of the year. This model is data-driven and typically in a format for adults to measure different points rather than giving students constructive feedback. Montessori relies much more on formative assessment, which allows the teacher to be more flexible and observe the child’s individual learning needs. With this approach, a teacher can assess what the student can accomplish by observing and determining the right time to move on to a new lesson or spend more time on another.

How is Mastery Evaluated?

In other schools, mastery is evaluated by a test score or a letter grade. Generally, in Montessori schools, mastery of a particular lesson or concept is evaluated during the lesson. This is done through a tool developed by Dr. Maria Montessori called the ‘three-period lesson.’

• First Period: The guide will introduce a skill to the child. For example, “these are the parts of a flower.” They will use images, puzzles, or other representative materials in order to show the child.

• Second Period: The guide will present the child with some information and let the child show the rest. For example, “What part of the flower is used for pollination?” then they will allow the child to show them.

• Third Period: The guide will determine if the child can independently express the information they have gathered during previous lessons. For example, “Now it is your turn to label the parts of the flower and explain what each part does. What is this part?”

Once the child is able to complete the Third Period successfully, the guide can assess that they have mastered that lesson. There is no need to give them a letter grade or a formal test; the child has shown you that they understand the lesson and the concept. Through the Montessori approach, assessment is done one-on-one, between the child and the guide. Each child is able to learn and progress at their own pace, continually being challenged and feeling engaged in their learning. The best part? Because of the beauty of the materials and the tone of the classroom, the child perceives this as a sort of game rather than a test to be dreaded.

Sensitive Periods: A Brief Overview

Dr. Maria Montessori discovered that young children transition through a series of special times where they gravitate to specific developmental interests and needs. She called these times sensitive periods and during these periods children have an acute ability to learn certain skills with ease. They seek out certain work, they crave it and do not tire of it. When this brief sensitive period is over, that sensation of fascination passes, and the intense desire to learn that skill is gone. Once that sensitive period has passed, the child will have a more difficult time learning the skill. 

---

Birth to age 1

Sensory learning: Babies interact with their environment in an effort to refine their many senses. This learning continues throughout early childhood, and Montessori classrooms are equipped with specialized materials that appeal to the child who is seeking such practice. 

Verbal language: In the early months of a child’s life, they are listening to the language of others around them, attempting to make sense of sounds, patterns, and inflections. They derive meaning from the speech of those older than themselves even before they are able to speak. 

---

Ages 1 to 4 

Continued sensory learning and verbal language. 

Development of speech: The child will begin to expand their vocabulary.

Motor coordination (both fine and gross): From body control and movement (running, jumping, skipping…) to manipulation of small tools (think holding a pencil, cutting with scissors, sewing, etc.), these three years involve a lot of work on the child’s part! 

---

Ages 3½ to 4½ 

Continued sensory learning and verbal language.

Writing: Children at this age are ready to begin the work that will help them become writers. They will learn to hold a pencil properly, to draw lines carefully and intentionally, and to form shapes that lead to cursive and print letters

---

Ages 4 to 5 

Continued sensory learning and verbal language and continued motor coordination (typically until shortly before age 6).

Reading: At the beginning of this sensitive period, the child is understanding sounds and blends. They then move on to reading simple words, more complex ones, and eventually stringing them into sentences 

Mathematics: During this time the child is preparing to learn basic math skills, and eventually mastering them. They develop a sense of numeration, place value, and operations, among other important skills. 

---

Ages 6 to 12

Social development: During the primary years children often engage in what is referred to as parallel play, when they sit beside one another but focus on their own agenda. In the elementary years, there is a definite shift; children crave the company of their peers. They want to sit together, talk together, work together, and learn from each other. They learn the many benefits of friendship while also developing skills to resolve conflict and work together as a group. They learn the delicate balance between the needs of the group and their individual needs. 

Understanding and interest in justice and morals: When children at this age have recess time, adults commonly report that most of the time is spent by the children developing the rules for the game, with far less time being used to play the game itself. They are very interested in making sure things are fair, and they are at the perfect age to learn about character development and how we should treat one another.

Imagination: Children at this age use imagination not just as a fantasy world, but as a vehicle in which to place facts. Storytelling used to teach information is particularly useful at this time. 

Interest and understanding in human history and culture: Now capable of thinking of more than themselves, elementary-aged children are keen to learn about the origins of humans and the various ways we live around the world and have lived throughout history.

Interest and understanding of the history and evolution of the universe: Much like their interest in humans, children at this age are curious about the universe and everything that resides in it. They are fascinated by creation stories, both those told from a modern scientific perspective and those that reflect historical cultures around the world. They are also the perfect age to learn about the evolution of life on earth.

---

Outlines like this one can often be helpful in determining what your child might be ready for, and what kind of things are appropriate to be in their environment. It is important to remember that ultimately it is a guide to following the child. Children will naturally be drawn to whatever their minds are ready to absorb. It is our work to notice what these things are and provide our children with the means necessary to fulfill their needs.

Our best advice (as it so often is) is to observe! Observe what is filling your child’s cup and encourage them to explore those things that are sparking their interest. Don’t wait, catch them while that spark is still gleaming!