I'm not a teacher. I don't have a degree in education. So what makes me qualified to compare Waldorf and Montessori? I have two children: One is in a Waldorf school, the other is in Montessori. My Waldorf child is in 4th Grade - we've been a part of the school since she was 3 years old. I've seen my share of Waldorf philosophy in that time. My Montessori child is just about to turn 4. He only just started school 8 months ago. Because he wouldn't separate from me, I went to school with him every day, all day, for the first month of school. As you can imagine, I saw quite a bit of Montessori in action. While I'm not a so-called expert, I've seen enough to form an educated opinion on what works for my children.
Opposite Philosophies
My first (and arguably most important) observation is that, contrary to what most people think, Waldorf and Montessori are philosophical opposites. Rudolph Steiner, the Father of Waldorf Education, believed that children are rooted in fantasy and that it's our job as adults and teachers to protect and honor that phase until they are ready to emerge from it in their own time. Maria Montessori also believed that children are rooted in fantasy, but that is where the common ground ends. She saw it as a teacher's job to help a child learn to distinguish fantasy from reality through specific instruction and reality-based activities, thereby ushering students into the "real world" step by step.
What does that translate to in the classroom? Let's start with a Waldorf painting
lesson. On a given day, the children might have
two primary colors to work with, let's say red and blue. The consistency of the paint is watery for good reason (which will become obvious in a moment). The children are given wet watercolor paper and are invited to "experience" the colors, how they come alive, wicking along the paper, slowly blending together to create a new color. The teacher never points out that red and blue make purple. The children are left to discover that for themselves.
In a Montessori classroom the scene is different. Each educational exercise
has a purpose. Each teaches a specific lesson or skill. You won't find dolls or other make believe toys, but you will see blocks for measuring and counting or bells meant to teach a child how to match different pitches. Before a child is allowed to try new "work," the teacher models exactly how to do it. Let's say the "work" is learning how to transfer popcorn kernels from one bowl to another using a small spoon. The class gathers to observe the teacher while she methodically completes the task from start to finish, carefully scooping each spoonful from the first bowl and slowly, without spilling, depositing it into the second.
Winner: Waldorf. Personally, I learn better through experience. While Montessori does offer learning by doing, there is much direction and explanation that goes along with that. In a Waldorf classroom, the child is allowed to draw her own conclusions about the best processes as well as the outcome.
Social Dynamics
Another way in which Waldorf and Montessori differ is in socializing. Anyone with young children will agree that they all need practice here. In Waldorf those opportunities are delivered through a group dynamic. That's not to say that children never pair off - they are allowed to play in whatever format they naturally gravitate toward during free play periods. However, there is plenty of work done with cooperative games and class puppet shows to help children learn how to work together.
In a Montessori classroom, young children work alone or in pairs. There are some group activities, for example, Story Time, Sharing Time, or Circle Time. But when students are at "work," the magic number is two. They graduate to working in larger groups later on, but to start, things are kept intimate with just two children collaborating on any given "work." This allows them to begin to get a feel for cooperation and also gives them the opportunity to learn from each other.
Winner: Waldorf. Children need help learning to work together no matter the size of the group, so both philosophies offer good practice here. What I like about Waldorf is that it does not limit the children to working in pairs. They have the freedom and flexibility to choose for themselves.
Experience vs. Instruction
What about how children learn in a given environment? Rudolph Steiner saw it as imperative that students experience learning though as many different channels as possible. In a Waldorf classroom, although plenty of time is spent at the black board working on fractions, you will also find that lesson being driven home through a measuring ingredients in a baking lesson. While students might spend some time learning behind their desks, it's just as common to see them moving around, marching in a circle, rhythmically chanting their times tables, for example.
A Montesori classroom is more free-flowing. Because each student is in charge of pursuing any given "work," there is a lot of movement and action going on. Students are constantly changing their focus, moving from station to station. Again, the senses are engaged, but here that is accomplished through the purpose and design of each activity. The school day does have structure. There is Circle Time, Indoor Play, and Outdoor Play. But exactly which activities each child chooses within those periods is up to the individual.
Winner: Both. Personality is the determining factor in my mind. Some parents worry that in a Montessori environment their children might shy away from any subjects which they might not enjoy, thereby creating a "gap" in their education. But if you have a self-motivated learner, it might work very well and be empowering. What's nice about Waldorf is that all the subjects are guaranteed to get covered, all in a fun and engaging way.
Teacher Led vs. Child Led
Perhaps the most well known component of Montessori is its child-led methodology. A Montessori classroom has many offerings for its students. In an early childhood setting you would find four stations: Practical Life, Sensorial, Language, and Math. Language and Math are self explanatory. Practical Life refers to skills such as zippering, buttoning, pouring, slicing food, using a spoon, or carrying a tray while Sensorial refines the senses to enable children to better absorb information from the world around them. To most parents, the most interesting thing about all these components is that the time frame and order in which they are explored by the student is determined by the student. This gives children the freedom to develop according to their own unique timetable and, as a result, they are able to reach each developmental milestone when they are ready.
In a Waldorf environment, the teacher is the classroom leader. She is the one who determines the rhythm of the day. She directs the curriculum. She communicates the material. There is plenty of interaction and many modes of learning that are employed. All the senses are awakened. In other words, the curriculum is as engaging and meaningful as possible, and the teacher directs it all.
Winner: Both. Again, finding the right model for your child depends on her personality. Does she need direction? Or is she self-motivated and naturally curious?
The Bottom Line
There so much more to each Waldorf and Montessori than I've touched upon here, but Waldorf wins out for me. Montessori is certainly interesting, but some of its developmental philosophies feel out of sync to me. The stringent adherence to working in pairs, the tedious instruction when introducing new work. These practices don't seem especially friendly toward young children. Plus, while the academic and practical side of learning is addressed, values are not a part of the curriculum.
The truth is, there's never going to be a perfect school, but Waldorf works for my parenting style and my family. I identify with so many of the tenets. It is rooted in truth and beauty and community. It is media-free. It is about spurring a lifetime of curiosity and a deep connection to learning. Most importantly it is developmentally appropriate each step of the way. Waldorf has done so much for my daughter. (Next school year, my son will benefit from it as well when he starts at the same Waldorf school.) Waldorf Education has fostered a sense of confidence in my child that I believe comes from its slow and reverent pace, honoring each age and stage. It meets her where she is and adapts to her as she grows and matures.
To read more about the inner workings of a Waldorf Classroom, read my piece for Renewal Magazine: A Day in a Waldorf Kindergarten
Opposite Philosophies
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| Making vegetable soup on Soup Day in a Waldorf Kindergarten. |
What does that translate to in the classroom? Let's start with a Waldorf painting
lesson. On a given day, the children might have
two primary colors to work with, let's say red and blue. The consistency of the paint is watery for good reason (which will become obvious in a moment). The children are given wet watercolor paper and are invited to "experience" the colors, how they come alive, wicking along the paper, slowly blending together to create a new color. The teacher never points out that red and blue make purple. The children are left to discover that for themselves.In a Montessori classroom the scene is different. Each educational exercise
has a purpose. Each teaches a specific lesson or skill. You won't find dolls or other make believe toys, but you will see blocks for measuring and counting or bells meant to teach a child how to match different pitches. Before a child is allowed to try new "work," the teacher models exactly how to do it. Let's say the "work" is learning how to transfer popcorn kernels from one bowl to another using a small spoon. The class gathers to observe the teacher while she methodically completes the task from start to finish, carefully scooping each spoonful from the first bowl and slowly, without spilling, depositing it into the second.Winner: Waldorf. Personally, I learn better through experience. While Montessori does offer learning by doing, there is much direction and explanation that goes along with that. In a Waldorf classroom, the child is allowed to draw her own conclusions about the best processes as well as the outcome.
Social Dynamics
Another way in which Waldorf and Montessori differ is in socializing. Anyone with young children will agree that they all need practice here. In Waldorf those opportunities are delivered through a group dynamic. That's not to say that children never pair off - they are allowed to play in whatever format they naturally gravitate toward during free play periods. However, there is plenty of work done with cooperative games and class puppet shows to help children learn how to work together.
 |
| Bell work at a Montessori school |
Winner: Waldorf. Children need help learning to work together no matter the size of the group, so both philosophies offer good practice here. What I like about Waldorf is that it does not limit the children to working in pairs. They have the freedom and flexibility to choose for themselves.
Experience vs. Instruction
What about how children learn in a given environment? Rudolph Steiner saw it as imperative that students experience learning though as many different channels as possible. In a Waldorf classroom, although plenty of time is spent at the black board working on fractions, you will also find that lesson being driven home through a measuring ingredients in a baking lesson. While students might spend some time learning behind their desks, it's just as common to see them moving around, marching in a circle, rhythmically chanting their times tables, for example.
A Montesori classroom is more free-flowing. Because each student is in charge of pursuing any given "work," there is a lot of movement and action going on. Students are constantly changing their focus, moving from station to station. Again, the senses are engaged, but here that is accomplished through the purpose and design of each activity. The school day does have structure. There is Circle Time, Indoor Play, and Outdoor Play. But exactly which activities each child chooses within those periods is up to the individual.
Winner: Both. Personality is the determining factor in my mind. Some parents worry that in a Montessori environment their children might shy away from any subjects which they might not enjoy, thereby creating a "gap" in their education. But if you have a self-motivated learner, it might work very well and be empowering. What's nice about Waldorf is that all the subjects are guaranteed to get covered, all in a fun and engaging way.
Teacher Led vs. Child Led
Perhaps the most well known component of Montessori is its child-led methodology. A Montessori classroom has many offerings for its students. In an early childhood setting you would find four stations: Practical Life, Sensorial, Language, and Math. Language and Math are self explanatory. Practical Life refers to skills such as zippering, buttoning, pouring, slicing food, using a spoon, or carrying a tray while Sensorial refines the senses to enable children to better absorb information from the world around them. To most parents, the most interesting thing about all these components is that the time frame and order in which they are explored by the student is determined by the student. This gives children the freedom to develop according to their own unique timetable and, as a result, they are able to reach each developmental milestone when they are ready.
In a Waldorf environment, the teacher is the classroom leader. She is the one who determines the rhythm of the day. She directs the curriculum. She communicates the material. There is plenty of interaction and many modes of learning that are employed. All the senses are awakened. In other words, the curriculum is as engaging and meaningful as possible, and the teacher directs it all.
Winner: Both. Again, finding the right model for your child depends on her personality. Does she need direction? Or is she self-motivated and naturally curious?
The Bottom Line
There so much more to each Waldorf and Montessori than I've touched upon here, but Waldorf wins out for me. Montessori is certainly interesting, but some of its developmental philosophies feel out of sync to me. The stringent adherence to working in pairs, the tedious instruction when introducing new work. These practices don't seem especially friendly toward young children. Plus, while the academic and practical side of learning is addressed, values are not a part of the curriculum.
The truth is, there's never going to be a perfect school, but Waldorf works for my parenting style and my family. I identify with so many of the tenets. It is rooted in truth and beauty and community. It is media-free. It is about spurring a lifetime of curiosity and a deep connection to learning. Most importantly it is developmentally appropriate each step of the way. Waldorf has done so much for my daughter. (Next school year, my son will benefit from it as well when he starts at the same Waldorf school.) Waldorf Education has fostered a sense of confidence in my child that I believe comes from its slow and reverent pace, honoring each age and stage. It meets her where she is and adapts to her as she grows and matures.
To read more about the inner workings of a Waldorf Classroom, read my piece for Renewal Magazine: A Day in a Waldorf Kindergarten
This is so well thought out and clearly organized. Thank you for shedding some light on a common question!
ReplyDeleteWhat do you mean "values are not part of the [Montessori] curriculum"? How are they part of the Waldorf curriculum? Can you give some examples?
ReplyDeleteThanks for the post; enjoyed the read and am interested in learning more about the Waldorf approach.
Sean, thanks for your question. From what I've seen, Montessori is focused on academics. There is no spiritual or values-based component that is integrated into the classroom unless the school is affiliated with a specific religious organization (and even then values are not necessarily a focus). That's not to say that teachers don't teach basic social skills - they are there to help resolve conflict and promote sharing, etc. But that's where it ends.
DeleteRudolph Steiner, the man who "invented" Waldorf Education, also created Anthroposophy. (Here's a good brief definition: http://www.merriam-webster.com/dictionary/anthroposophy) Waldorf is based on Anthroposophy. While you don't see much actual religion in the classroom (i.e., there's no "Anthroposophy Class" or praying), there is deep respect for childhood development that starts with the teachings of Anthroposophy. Both the teachers and the curriculum have a great respect for childhood development and an attitude of protecting a child's need to "blossom" at their own pace.
In this day and age, it's my belief that children grow up too fast. A Waldorf school is a carefully crafted environment that includes no media imagery (that means no TV but also no characters on lunchboxes and t-shirts, such as Batman, or Elmo). This helps children maintain their own imagination instead of interfering and impeding. Also, healthy eating (no junk food allowed on campus) and healthy sleep habits are a focus. There is even a component of community service - students begin by helping to clean the classroom every day. As they get older, the class might take a trip to help build homes, for example. To me, all of this helps sustain the work parents do at home while children are away at school.
Actually, most Montessori schools focus a great deal on peace education and Dr. Montessori was honored with 2 Nobel Peace Prize nominations for her work in promoting peace through her educational philosophy. Ghandi and Martin Luther King Jr. both recognized her for promoting equality, peace, and justice in her work. Dr. Montessori's Cosmic Curriculum is deeply spiritual and rooted in the idea of global consciousness and the interconnectedness of all
Deletehumankind; she believed that we are first and foremost citizens of the world and that true and lasting peace in the world could only come from recognizing our kinship with all other people.
Also, most Montessori schools have very similar policies about media, commercial characters, and healthy food that you mention, and they also incorporate community service and volunteer work as a major component of the elementary years.
I'm trying to edit my post, but can't; it was incorrect to say that MLK Jr. recognized her work, but Ghandi did.
DeleteAmy A., thank you for that info. So interesting to learn more about Dr. Montessori!
DeleteIn all honesty the no-media policy wasn't readily obvious to me. I saw MANY media images on a daily basis.
As for the spirituality, that wasn't obvious to me either. I know from reading about her that her educational theories and curricula were very well formulated and thoroughly thought through. I can't speak to the degree of spirituality behind her work, but I can say that the feel of a Montessori classroom is VASTLY different from a Waldorf classroom in a spiritual sense.
Yes, she was a fascinating woman, to be sure. There may not have been a no-media policy at your son's school; I will just reiterate that your experience with this one Montessori school is not representative of the philosophy as a whole. Peace education and a sense of spirituality are also readily apparent in many Montessori classrooms, although perhaps not at your son's. A wonderful resource that distills the essence of Montessori's cosmic vision for education is Aline Wolf's "Nurturing the Spirit in Non-Sectarian Classrooms."
DeleteI guess it's not clear to me what "no media" refers to in Montessori. In Waldorf it's not just no TV, it's also no Elmo t-shirts or Dora lunchboxes.
DeleteYes, my observations are only of one Montessori school. But this school has a staff of fully-trained Montessori teachers. The administration is very devoted to the teachings of Maria Montessori and strives to stay true to her philosophy. The space is beautiful, their idea of an "ideal" class size is 40 children, there is a big emphasis on fostering independence. The list goes on, but the bottom line is that from everything I've read about Montessori, it seems that this particular school is a solid example of what you should find when you observe a true Montessori school.
What is your experience with Waldorf? Have you had the chance to observe a Waldorf classroom?
Thanks for your post is really good. I've got the opportunity of knew about this education and I'm grateful about it. But only one thing, when you say that the teacher communicates the material, the little ones are free to choose anything they want to play. Only the activities (watercolor, wax, bread) are directed and mark the week rythms. In shool, things work different.
ReplyDeleteI always enjoy learning more about other educational philosophies. I've never actually observed at a Waldorf school, but am eager to do after reading a book on Waldorf this past Month. I am very familiar with Montessori, though: I work for LePort Schools, a group of six Montessori schools in Southern California, and I have two children who have been attending a different Montessori school in Northern California for a combined total of five years. I am wondering how faithful the Montessori school described here is to Montessori principles: Montessori (in contrast to Waldorf) is not a trade-marked name, and Montessori schools vary widely in how fully they implement the Montessori philosophy and how well-trained the teachers are.
ReplyDeleteThe example of a whole class receiving a lesson on transferring with a spoon would never happen at our schools; instead, the Montessori guide would present the lesson briefly to one child who is ready for it and shows an interest in it. Nor would the guide loose many words over this activity: the demonstration would be almost wordless, zen-like in its unhurried presentation. Similarly, in an authentic Montessori program, there is no rule limiting just two children to work together. Instead, children are left free to work alone, in pairs, or in groups of their choosing. We generally find that as children get older, they choose to work in larger groups, and by the time they move on to the Montessori elementary program, much work happens in freely-chosen groups of differing sizes.
For those interested in social skills in Montessori specifically, here's a blog post that explains the care a good Montessori school takes to help children become gracious and confident in their social interactions: http://www.leportschools.com/blog/how-do-you-develop-social-skills-in-preschool/
And here is a link to a very good recent article exploring the similarities and differences between Montessori and play-based learning: http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/5-2-article-play-learning-and-montessori-education_0.pdf
Heike, thanks for the links!
DeleteJust wanted to say that when you described the wordless, "zen-like" teacher presentation with very few words, I could definitely relate. That is exactly what the teacher did. And it didn't happen that often. When it did happen, the children were respectfully quiet and attentive, but it was definitely a stretch for them. I see the value in this exercise - stretching a child's attention span is an important (and undervalued) academic skill! But I had trouble understanding why that particular tactic was used to impart the lesson. It didn't seem to engage the children's interest.... They wanted to run up there and do the work themselves.
hello Heike,
Deletethanks for taking a stand on Montessori.
to the writer of the article,
I am very sorry to say that you don't seem to have a clue about Montessori,
or children and now they develop.
I cannot say much about Waldorf,
but you representation of Montessori is wrong and misleading.
Ever showed a child the wrong way of doing something?
They surely will remember.
That's why it is so important to show them the exact way of doing something.
Ever tried to concentrate on reading while listening to a radio program?
I find it quit difficult.
S why would you expect the child to be capable of doing so?
Hello, Anonymous. I was very upfront about what my qualifications are from the start of this piece. My representation of Montessori is derived from my own experiences and observations as a parent who knows what works for her children. I was very clear about not being an expert.
DeleteIn my opinion, SHOWING a child is not the best way of teaching. They learn much more quickly and deeply by doing! When they figure it out for themselves, the lesson is never forgotten.
In a Montessori school showing the child is just the first step! Then the materials are put on the shelf for the child to experience on their own (or with friends), as it piques their interest and at their own pace.
DeleteI'm going to have to stick up for Montessori as well! :)
ReplyDeleteIt sounds like you are well versed in Waldorf through your years of experience with your child's school and I'm sure through reading as well. I hope that you will do some more investigating into the philosophy behind the Montessori Method before coming to conclusions about what you believe you are seeing in the classroom. I think that some of your interpretations may be off because of the different truths Waldorf teaches, but if you understand Dr Montessori's philosophy your interpretations will change. This doesn't mean that Montessori will "win" for you, but I do hope that you will be able to judge with clarity.
The book Montessori: The Science Behind The Genius is a great read and there are also lots of blogs and websites that may be helpful as well. You can read many of Dr Montessori's books for free online as well.
And just to clarify, I think its important to understand that Dr Montessori expressly did not believe that young children are rooted in fantasy, but that they are innately drawn to understanding the order and ways of the world through concrete experience. They imitate the behavior of adults and other children, experiment intensely with gravity and water and soil and toys, and play out the experiences they've had to process and organize it all.
She did not intend for her teacher to somehow be drawing the child out of their magical world of fantasy into a world of work and labor and academics! ;)
Conversely, she observed that when children had child sized tools and didactic materials to work with, and had been taught how to use them, they much preferred that over toys and even imaginative/pretend play. But she also saw the importance of lots of outdoor, free play and also artistic expression through open ended, exploratory art and provided opportunities for those as well. Montessori schools should have a balance of work periods where children use the didactic (and art) materials, circle or group time and outdoor play.
So where free play was encouraged, Dr Montessori did not feel the need to introduce fantasy characters and worlds to the young children as it tended to contribute to confusion and fears of things and worlds they can never concretely experience or fully understand. She did however see value in fantasy for older children (6yo+) who had the ability to discern reality and fantasy through their development of abstract thought.