One of the many things that sets Montessori apart from other early childhood programs is the focus on very specific materials. Many early childhood programs across a variety of curriculums will have lots of similar items in their classrooms, and I am sure we can all think of some items we would deem as “classic” early childhood classroom materials.
Montessori differs a bit in the sense that they have very specific, exact materials, made in specific ways, that are the main content of their classrooms. These materials have been used for over a century, and many of them are the same items that were designed and adapted by Maria Montessori when she began working with children. Not only are these specific materials found in the classroom, but the display and presentation of the materials is done in a consistent manner.
There are a ton of Montessori materials, and we would run out of time very quickly if I tried to go over individual items. So instead, we’ll focus on the general properties and characteristics of the materials, to help identify what it is that makes something truly a Montessori material.
The North American Montessori Center identifies five common aspects: isolating properties, working from simple to complex, displaying materials in certain ways, delineating the work area, and providing control of error.
That first aspect is isolating properties. Montessori materials are designed and presented to allow a child to focus on just one property at a time- a child who is learning colors can work with a set of materials in which each item is identical in size, shape, etc. Only the color changes. In the Montessori Movable Alphabet set, full of carved letters, we would not see a rainbow, as in the typical magnetic set we often see in preschool classrooms. Instead, we only see two colors: blue for vowels and pink for consonants. This serves to help children focus on the particular concept they are learning, rather than being overwhelmed or distracted by a variety of arbitrary differences.
Montessori materials are also designed to work from simple to complex, with related sets of materials adding levels of complexity. For example, a child may begin their exploration of the Earth with a sandpaper globe, separating only land from water with a sensory experience of texture. They may then progress to a colored globe, which shows land masses in various colors according to continents. Later, the child would progress through a series of puzzle maps, beginning with simple maps with larger pieces and moving toward more complex maps with smaller pieces, requiring heightened fine motor skills, when they are ready. This intentional progression of simple to complex, whether in science, practical life, language, mathematics, or anything else, is present across all areas of Montessori discipline, and visible in the design of materials.
Montessori materials are also displayed very intentionally, and they are designed to be not only purposeful in their use, but tidy and visually pleasing when put away on a shelf. All materials that are available to students are placed on open, easily accessible shelves, with an order of simple to complicated. Only the materials that have been observed in use are displayed- other classroom items are stored away to keep the shelves tidy, or until the students are ready for the next step in progress. Each set of materials is also ensured to be complete and undamaged. Anything that is not considered in good condition is removed. This ensures that a child at work is not distracted by incomplete or damaged materials, which would inevitably impact their learning. There is also typically only one set of any given material displayed at a time, leading students to learn cooperation, patience, and respect toward others. When possible, practical life materials are color coded in sets on trays to assist children in recognizing what materials should be together. For example, a set of materials for cleaning a spill may contain a blue brush and dust pan, a blue spray bottle, a blue cloth, all on a blue tray. This helps a child identify which materials belong together.
We’ve talked before about how set up and clean up are part of the activity in a Montessori classroom, and so there are specific materials that assist in this process, and also help to define, or delineate, the work space. Each Montessori classroom is equipped with a collection of mats and trays, with multiple sizes of mats sometimes available. These trays and mats create a defined space for any work accomplished, whether at a table or on the floor. For example, if a child is using manipulatives on the floor, they work on their mat that they have set up for that purpose, assisting them in focusing on the task at hand and respecting the room as a whole as they remain in their own space.
Lastly, Montessori materials are designed to provide their own control of error. Materials are clean and attractive, ensuring that any lack of cleanliness or incomplete set is readily apparent to any individual. The materials themselves also provide feedback for the child, helping them to self-correct independent from a guide. A set of Nomenclature Cards, for example, used for vocabulary, would include both a working set for practice and a control set so that a child can check their work.
Montessori materials provide a unique set of tools specifically designed to fit with the Montessori Method. They are experiential learning tools that teach one skill at a time, and are designed with multiple learning styles in mind. They help build knowledge and skills through repetition and practice in working with consistent materials, with abstract concepts simplified and presented through visual and tactile means. They are made of natural materials, such as wood, metal, or fibers, providing an association with real-life objects and ensuring a connection to the qualities of natural resources. Their design helps to build independence and develop fine and gross motor skills and concentration. The focus on self-correction allows children to work independently in a variety of learning outcomes as they experience problem solving opportunities on a regular basis.
Sources:
Gausman, D. (2021). North American Montessori Center: Montessori Classroom Guide, Early Childhood (3-6). North American Montessori Center.
Episode 4