A Montessori program is based on self-direction, non-competitive and cooperative activities that help a child develop a strong self-image, high levels of academic and social competence, and the confidence to face challenges with optimism. Encouraged to make decisions from an early age, Montessori-educated children are problem-solvers who can make appropriate choices, manage their time, and work well with others. They exchange ideas and discuss work freely.
| Montessori | Traditional |
| Views the child holistically, valuing cognitive, physiological, social, and spiritual development | Views the child in terms of competence, skill level and achievement with an emphasis on core curricula standards and social development |
| Child is an active participant in learning; allowed to move about and respectfully explore the classroom environment; teacher is an instructional facilitator and guide | Child is a more passive participant in learning; teacher has a more dominate central role in classroom activity |
| A carefully prepared learning environment and method encourages development of internal self-discipline and intrinsic motivation | Teacher acts as a primary enforcer of external discipline promoting extrinsic motivation |
| Instruction, both individual and group, adapts to students’ learning styles and developmental levels | Instruction, both individual and group, adapts to core curriculum benchmarks |
| Three-year span of age grouping, three-year cycle allows teachers, students and parents to develop supportive, collaborative, and trusting relationships | Same-age and/or skill-level grouping; one year cycle can limit development of strong teacher, student, and parent collaboration |
| Values concentration and depth of experience; supplies uninterrupted time for work cycle to develop | Values completion of assignments; time is tightly scheduled |
| Child allowed to spot own errors through feedback from the materials; errors are viewed as part of the learning process | Work is usually corrected by the teacher; errors are viewed as mistakes |
| Learning is reinforced internally through the child’s own repetition of an activity and internal feelings of success | Learning is reinforced externally by test scores and rewards, competition and grades |
| Care of self and environment are emphasized as integral to the learning experience | Less emphasis on self-care, spatial awareness, and care of the environment |
| Goal is to foster a love for learning | Goal is to master core curriculum standards |
-American Montessori Society 2001