Maria Montessori

Educational Pioneer

Dawn Adams TLED 301 Fall 2025

Have you ever heard the term Montessori?

Are you familiar with Montessori schools?

Learners will list two facts about Maria Montessori and her contribution to education.

Learners will identify two main aspects of Montessori pedagogy.

Learners will propose one solution to modern challenges of Montessori pedagogy.

MARIA MONTESSORI: A Brief Introduction

At the age of only 20, Maria Montessori (1870-1952) was able to break gender roles established in the late 1800s of Rome, as the first female medical doctor in Italy (Braun & Kreskey, 2025). She established her own medical practice while working in both asylums and hospitals. (Braun & Kreskey, 2025). Montessori observed that children suffering from mental challenges were neglected in the medical community. Children were viewed as ‘helpless.’ Montessori did not believe this pessimistic view and rejected the idea children are untreatable. She was convinced that both poverty and medical challenges could be addressed through education. Drawing on historical foundations of education and her current research from both science and psychology, she developed her own pedagogy. The children working with Maria made significant progress, despite any hardships. In 1907, Montessori opened her first school, Casa dei Bambini. She went on to open numerous schools across the globe, published numerous books, established the Association Montessori International, AMI, and was nominated for several Nobel Peace Prizes.

WHAT IS MONTESSORI PEDAGOGY?

Montessori observed distinctive principles that she applied to her work with children. First, children are sensory learners, meaning, children use all five senses—hearing, touch, taste, smell, and sight—to learn about themselves and their world. Montessori noted that specific times in development appear to be ‘sensitive’ to rapid development and growth. She argued that learning was an inborn instinct, and this would unfold as an innate curiosity; children are born with an absorbent mind. Classrooms are not categorized by age or grade-level, but rather, mixed by various ages and intellectual development skills. Lillard and Else-Quest (2006) elaborate on the Montessori learning environment, “student-chosen work… collaboration, the absence of grades and tests,” with a focus on small groups (p. 1893).

Click on the video to review Five Core Principles of Montessori Education:

Respect for the Child: child is 'viewed' as important and equal to adult
The Absorbent Mind: the brain is capable of knowledge through learning
Sensitive Periods: specific periods of rapid brain development and growth
The Prepared Environment: materials and setting is prepared, mixed aged groups
Auto-Education: child-guided exploration leads to learning

HOW DOES MONTESSORI WORK?

Montessori stressed child-centered, independent learning. This ideal defines the adult as a ‘guide’ who would ‘prepare the environment’ with child-centered materials developed to enhance sensory learning. Her schools are notorious for distinctive ‘child-sized’ furniture that complement open-floor plans and specific materials designed to develop sensory skills, like items that include sandpaper for children to rub fingers on that are placed strategically for exploration intentionally by the educator, or guide (Braun & Kresskey, 2025; Di Blasi et al., 2025; Lillard & Else-Quest, 2006). Teachers, referred to as guides, are required to be specially trained and accredited through Montessori endorsed establishments.

Click on the link to see how teachers prepare such an environment:

The AMI, AMS: American Montessori Society, and MACTE: Montessori Accreditation Council for Teacher Education, are main institutions within the United States that specialize Montessori educators and schools become and stay accredited. Below are some common Montessori materials:

Pink Tower

Moveable Alphabet

Sandpaper Letters

Knobbed Cylinders

WHAT CHALLENGES ARE ASSOCIATED WITH MODERN MONTESSORI PRACTICES?

Implementing Montessori pedagogy can be more challenging than one would expect.

The cost of specialized training, professional accreditation processes, and specific required materials that were designed by Montessori are very expensive.
Most students in modern times are from high earning socio-economic backgrounds that value education, not children struggling with poverty and intellectual disabilities (Tubaki & Matsuishi, 2008).
Research distinguishing academic performance at the academic level is increasingly narrow (Di Blasi et al., 2025; Randolph et al., 2023). Only three studies were found worthy of inclusion concentrated on the effectiveness of methods on children identified with intellectual disabilities or children with autism (Di Blasi et al., 2025). Randolph et al. (2023) found in a world-wide research assessment, they could only include “32 of the most rigorous Montessori studies” out of over 2,000 cited studies (p. 3).
Teachers who identify strongly with the Montessori philosophy of education have a personal conflict, as required testing in public schools is ongoing, and Montessori pedagogy focuses on student independence and exploration (Gerker, 2023). Lack of formal assessment in Montessori pedagogy also poses a challenge for teachers and researchers alike.

Becky Mason discusses some major differences between traditional and Montessori education in the link to the right!

Montessori: What's Your Conclusion?

Whether or not a teacher has a preference to child-centered learning or teacher-centered learning, the fact remains that historical perspectives are a foundation for educators. Learning who Maria Montessori is, what she has contributed, and how these contributions could possibly influence teachers of tomorrow is instrumental to the development of quality teachers.

Modern times come with modern legislation that delegates all children to a free, public education. A variety of children will require a variety of approaches. Teachers are required to observe, document, assess, and support each child’s development and use techniques that fit each learner. As pointed out by Woolfolk (2019) educators who have diverse skills are most likely to have a “high sense of efficacy” and “work harder and persist longer” (p. 5).

Bridging the gap between child-centered and student-centered learning may be one way to support more students and teachers. Administrators who prioritize Montessori pedagogy in public schools helped teachers with inner conflict feel more at ease and accepted (Gerker, 2023). With a lack of big-body research to support either claim that teacher-based or student-based learning is ‘better,’ creating a partnership between traditional and Montessori principles will most likely increase test scores and children’s love for learning.

Finding a balance between the two different perspectives as we create learning environments and classrooms, ensures we can be inclusive to all students.

If you feel up to the task, the Child Education Zone link to offers advice to create both a child and teacher centered classroom.

TEST YOUR KNOWLEDGE

Which statement accurately combines two facts about Maria Montessori's background with two core principles of her educational pedagogy?

a. Maria Montessori wrote books and created her own learning materials. The learning materials can be purchased from big corporations. Montessori believed teachers should pay lots of money for quality tools to prepare a quality environment.

b. Montessori was the first female doctor in Italy, opened her first school in 1907, and an important part of her pedagogy includes a prepared environment in which teachers act as guides.

c. Montessori wrote books, was the first female doctor in Italy, and believes teachers should be the center of all learning and students must all be the same age in a learning environment.

d. Products that are marketed by big corporations sell Montessori materials and curriculum. Montessori stressed stick discipline for children and only discipline will help children learn.

2. A kindergarten teacher is going to start a new unit on shapes. What could this teacher do to incorporate some Montessori methods of teaching while meeting standards of learning set by the state?

a. Because Maria Montessori did not agree with traditional learning methods, her work is banned from public schools, so the teacher should not try to incorporate any Montessori methods at all.

b. Print worksheets that ask student to cut shapes and glue the shape to the paper. The teacher will collect the worksheets when children finish.

c. The teacher uses a puzzle-like wooden material, knobbed cylinders, that matches shapes to open areas that match the shapes, one-to-one correspondence. When the child has completed the task, an observation is noted.

d. Using a workbook from the state, the teacher will ask students to circle the shape she describes and will grade students on competence.

The answers to the multiple-choice questions are: 1. B, and 2. C.

Way to go! Montessori did become the first female doctor in Rome, opened her first school in 1907 and a "prepared environment" is a central theme of her pedagogy.

The kindergarten teacher chose to incorporate Montessori materials into a classroom that demonstrates one-to-one correspondence, while meeting learning objectives in a public school! You may take another look at the material exapmles if you're interested!

REFERENCES:

Braun, V., & Kreskey, D. D. (2025). Essays in developmental psychology (Publication No. 120). Nova Southeastern University. https://nsuworks.nova.edu/edp/120

Childhood Educational Zone. (n.d.). YouTube. https://youtu.be/AEaOPCsZvtU?si=fMxe38rl_JV0CPlm

Di Blasi, F. D., Costanzo, A. A., Stimoli, M. A., Liccardi, G., Zoccolotti, P., & Buono, S. (2025). Maria Montessori’s educational approach to intellectual disability and autism: A systematic review of quantitative research. Educational Sciences, 15(8), 1031. https://doi.org/10.3390/educsci15081031

Gerker, H. (2023). Making sense of Montessori teacher identity, Montessori pedagogy, and educational policies in public schools. Journal of Montessori Research, 9(1), 1–15. https://doi.org/10.17161/jomr.v9i1.18861

Learners, L. (n.d.). What is Montessori? #shorts. YouTube. https://www.youtube.com/shorts/Y6M8Xszob1I

Lillard, A., & Else-Quest, N. (2006). Evaluating Montessori education. Science, 313(5795), 1893–1894. https://doi.org/10.1126/science.1132362

Mason, B. (2018, August 24). Montessori vs Public School. YouTube. https://youtu.be/JkeP1XPxzEw?si=EZH8bE0QCdb8376g

Randolph, J. J., Bryson, A., Menon, L., Henderson, D. K., Manuel, A. K., Michaels, S., Rosenstein, D. L. W., McPherson, W., O’Grady, R., & Lillard, A. S. (2023). Montessori education’s impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews, 19(1), e1330. https://doi.org/10.1002/cl2.1330

School, B. (2020, June 24). The Montessori Prepared Environment (the “Other Teacher”). YouTube. https://www.youtube.com/watch?v=i_vDcbPfGUw

Tubaki, M., & Matsuishi, M. (2008). On the pedagogical theory of Maria Montessori. Journal of Disability and Medico-Pedagogy, 18(1), 1–4. https://www.researchgate.net/publication/358077686_Educational_Philosophy_of_Maria_Montessori_A_Coordination_Between_the_Teacher_and_Child

Woolfolk, A. (2019). Educational psychology (19th ed.). Pearson.

How I used AI:

1. I began all AI exploration in this class. When creating the ‘About the Authors’ section, this was my first experience with conscious use of AI. I did enjoy learning how to make images. The AI tools I used to create my lesson included ChatGPT and Google Gemini. I attempted to use LTX Studio, but was unsuccessful at reaching my goal. I really refrained from using AI during my lesson draft. I wanted to exercise my writing skills; however, I was required to use Chat GPT as a custom rubric / grading tool. I was really surprised how effective this was. In addition to the custom Chat GPT tool required, I also used Gemini to compare the feedback of my writing in relation to the Chat GPT. These two combined provided a grade and very concise feedback. As AI stated, my writing was too technical. In keeping this tone, I did not really venture out of a factual narrative; whereas ‘fixing’ my conclusion required me to be a present voice. I had to think about why I find this topic relevant, rather than expect other people to. After I revised the conclusion, I started to realize this topic is personal to me and why I feel it should be personal to other teachers and administrators, too.

My lesson objectives were very broad. I was unsure how to approach a “measurable objective” in an introductory lesson; chat GPT offered suggestions to “measure” knowledge. “Identify, explain, and define” did not produce ‘observable or measurable behavior / assessment criteria;’ I also did not include the statement “the learner will….” I still needed help with APA7. I thought I did a great job at generating my own sources, without technical help. I did—all and all; but I did make plenty of mistakes! I revised my conclusion. During the Wikibook Lesson page, I wanted to create a visual world for readers. The content of who Maria Montessori is, what schools are, and look like, and how this is relevant today is a very large topic. I found some videos that showcased what I really wanted to include, and attempted to edit them or create my own in LTX studio. Unfortunately, this tool is more so aimed for video makers, and I did not have access to a Montessori school or permission to video such. I do believe in the future, I may attempt to plan to create something that is mine. I was able to find some great options, and introduce them in the lesson and reference the video authors.

The content questions were difficult to me. I told Gemini my learning targets and pasted my questions into the prompt, asking “do these questions align with my objectives.” AI helped me really understand how to address a multiple-choice question and determine whether it was measurable to the content. This took many times of ‘tweaking’ but I do feel I learned from the experience. The process helped me to look at my own information and really assess whether I could create a question that reasoned with the topics. During the final Wikibook page, I came to the realization that too much information is given. I asked Gemini to help me summarize each area. Then, I printed the results from AI and narrowed down my main content. This was extremely helpful to me.

2. AI did enhance my learning experience. From the ability to write to the understanding of lesson planning and presenting. With the help of AI, I assessed my own weaknesses, was able to build strength in these areas, and critic my ability to present information and assess it. AI removed the intimidation of asking for help but provided in-depth feedback. I almost feel as if I competed for improvement. I honestly do not believe I would have made this many revisions otherwise, and from doing so I know I learned how to enhance my learning.

3. As wonderful as this process was, I still value creative thinking and am a very self-motivated learner. I have overcome various obstacles in my life to be given the opportunity of an education; and I refuse to rely on technology to do all the work. I believe in a partnership. If I can gain insight into teaching others, apply technical applications to enhance my learning, test my own understanding, and create better products for a world full of various learners—then I think AI is a tool to enhance the learning process and I will continue to engage. If I notice I am becoming reliant on AI, then I will not engage. The goal is to help us learn not to become dependent. AI does not know everything, and knowing this is a tool to guide me is my policy.

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