| MONTESSORI | TRADITIONAL |
| Emphasis on: cognitive and social development | Emphasis on social development |
| Teacher has unobtrusive role in classroom | Teacher is center of classroom as "controller" |
| Environment and method encourage self-discipline | Teacher acts as primary enforcer of discipline |
| Mainly individual instruction | Group and individual instruction |
| Mixed age groupings | Same age grouping |
| Grouping encourages teaching and helping each other | Most teaching done by teacher |
| Child chooses own work within limits | Curriculum structured for child |
| Child discovers own concepts from self-teaching materials | Child is guided to concepts by teacher |
| Child works as long as he wishes on chosen projects | Child generally allotted specific time for work |
| Child sets own learning pace | Instruction pace usually set by group norm |
| Child spots error by feedback of material | Errors usually pointed out by teacher |
| Child reinforces own learning by repetition of work and internal feelings of success | Learning is reinforced externally by repetition and rewards |
| Multi-sensory materials for physical exploration | Few materials for sensory exploration |
| Organized program for learning care of self and environment | Less emphasis on self care instruction |
| Child can work where he chooses, move around and talk at will (yet not disturb work of others); group work is voluntary | Child usually assigned own chair; encouraged to participate, sit still and listen during group lessons |
| Organized program for parents to understand the Montessori philosophy and participate in the learning process | Voluntary parent involvement |
