While Montessori herself has been described as a pious Catholic, and while some American Montessori schools have religious affiliations, the Montessori Method itself is not religiously oriented. The majority of Montessori schools are not aligned with any religious group (Orem, 1974). Montessori herself said that her schools and approach to education were for all children of any religious background, and her method has been utilized by people of many different cultures all around the world (Homfray, 1980).

It is true that the 1950’s Montessori revival in the US was primarily a private preschool movement, and it remains so to this day. Today, Montessori education exists for those with lower socioeconomic statuses as well. here are over 100 public school districts that provide students with Montessori or Montessori-oriented education (Chattin-McNichols, 1992). Afterall, Montessori’s second school, Casa dei Bambini, was designed for the children of low-income workers in Rome’s San Lorenzo district.

Montessori children can choose their own activities at their own time and at their own pace, however long it takes. Therefore to the untrained eye, this may look like they are not well organized but in fact, we give them enough freedom to pursue their interest at purposeful activities that are geared towards learning.

Young children do not distinguish between work and play. In fact, they are learning all the time, absorbing knowledge like a sponge. Montessori materials are so varied and designed to be so engaging that they are having fun while working with them.

At age 3-6 children naturally engage in ‘parallel play’. They play alongside each other even in a group setting. Yet each child is capable of concentrating on their own activity. In a mixed-age setting, we encourage older children to mentor younger ones.