In today’s fast-paced culture, with an increasing focus on accountability and assessment, it can be tempting to rely on printables or pre-packaged Montessori programmes. These programmes often provide a set of pre-planned materials and book selections to present to children, offering a structured and predictable approach. However, as Maria Montessori herself stated, “Many people choose as a solution to force the child to keep quiet and learn what we adults consider useful for him or her. In doing so, we destroy his spontaneous interest.”
As someone who creates printables, I certainly see their value! However, they are not the foundation of my curriculum and Montessori never saw things such as 3 part cards a way of introducing a topic. Furthermore a preset Montessori curriculum or printable doesn't necessarily relate to my learners.
Instead, I prioritise creating space for awe and wonder. This approach may feel counterintuitive at times, but trusting that children know what they need and allowing ourselves to observe and present materials at the right moment is key. Through careful observation, we can determine what will truly engage and inspire them.
At the time of writing, summer is coming to an end here in New Zealand. My tamariki (children) at kura (school) have been spending a lot of time outdoors. Whenever possible, they have the freedom to work both inside and outside the classroom, choosing their environment based on their needs and interests.
One lunchtime, two children became fascinated by an apple tree in our outdoor space. They noticed the small apples growing on it and began collecting them, bringing out different containers from the classroom to hold their findings. Other children soon joined in, captivated by the activity. Their curiosity and concentration were so strong that I decided to bring out the Tree of Life material from Waseca. This led to a discussion about where the apple fits within different kingdoms and clades. From there, the children’s questions took us on an unexpected journey, covering topics such as pests (some apples had spots), seeds, ecosystems, pollination, and food production. None of this was part of my plan for the day, but because there was space in our schedule, we were able to explore and learn in a meaningful way.
Earlier today, I heard a commotion outside. When I went to investigate, I found my son had discovered a small insect. He had grabbed our New Zealand life-size animal guide to identify it, and several other children had gathered around to help. A discussion quickly unfolded—was it a moth, dismissed as unhelpful by my son, or a butterfly? This kind of spontaneous learning cannot be scheduled. While a printable about animals might instruct a child to find certain creatures, such an activity is unlikely to spark the same natural excitement and curiosity.
The observation of an insect outside led a child to go and get a book to find out about the bug.
For children aged 6-12, this stage of development is a time when they seek to understand their own culture and the cultures of those around them. It is also a period of moral exploration, where they begin to form their own sense of right and wrong. As a Montessori classroom teacher, I recognise the importance of celebrating the diverse cultures represented in my classroom and discussing current events in an age-appropriate way.
This year, our tamariki have had the opportunity to watch Te Matatini, a national kapa haka festival. We explored how kapa haka communicates cultural identity and history. We also learned about Lunar New Year and the significance of Ramadan, with one of my students ensuring I captured the key details correctly. These experiences help children build a deeper understanding of the world around them, fostering empathy, respect, and a love for learning.
The tamariki watching Te Matatini, the children walked in and out of the space to watch as they desired.
Maria Montessori’s words remind us that children learn best when they are given the freedom to follow their natural curiosity. By creating an environment rich in awe and wonder, we nurture their spontaneous interest, allowing them to explore, question, and truly engage with the world around them.