Why I have open ended toys in my Montessori classroom and I don't apologise for doing so

Over the years, I have had many Montessorians, particularly on social media, assert that my Montessori practice is not authentic or that I do not practise genuine Montessori. I anticipate that this post will receive similar criticism.

When Montessori first established her classrooms, she furnished them with real-life objects and practical life skills. She observed that her pupils were not interested in traditional toys such as dolls.

In Chapter 16 of The Absorbent Mind, Montessori makes observations of the young child that remain relevant today: "If civilisation is not given the necessary light regarding the laws of psychic development, the child very likely lives in an environment full of obstacles to normal expression."

I reflect on this when considering the prevalence of screens for children. Many Montessorians adopt a rigid stance regarding screens and attribute 'laziness' and 'poor parenting' to those who allow their children screen time.

It is well established that screens are not beneficial for the brain development of young children or adults. It is also recognised that screens should not be used for children under the age of three. However, what is less frequently discussed by Montessorians is the rationale behind primary caregivers' use of screens.

Allow me to digress briefly, as this point is pertinent to the topic.

Montessori stated that education is a tool of social justice. Nevertheless, many Montessorians have become preoccupied with 'authentic Montessori', focusing on shelves, manuals, or training methodologies, while neglecting the broader context. For example, if Montessori is concerned with child liberation, why are Montessorians not more actively engaged in improving the living conditions of all children? Why are we not leading efforts to ensure children have security, healthcare, and adequate nutrition? It should be apparent, even to the casual observer, that a world in which every child experiences "Montessori education" is neither realistic nor desirable. The relevance of this to screens and play is significant.

In the intense focus on the classroom—shelves, manuals, and correct training—the broader context has been overlooked.

There has been insufficient advocacy for quality economic conditions, universal healthcare, and security and safety for all children. In much of the Western world, both primary caregivers in a household are often required to work to meet basic living costs. For single-parent families, this challenge is even greater. Caregivers may return home exhausted, with children having spent extended hours in aftercare or childcare, and adults must still complete all routine household tasks. Screens become a convenient means of providing adults with respite, and in homes with limited space, a way to offer children entertainment and education. Outdoor playtime may be minimal. For generations, outdoor play has been essential for the development of physical, emotional, and cognitive skills. A lack of outdoor play at home may be due to safety concerns, housing conditions, or perceived risks. In some countries, school playtimes have also been reduced in favour of academic pursuits, resulting in fewer opportunities for children to develop important life skills such as problem-solving, task initiation, and theory of mind.

A British study found that the amount of time children spent playing outside had decreased by 50%. In 2007, Elkind reported that children had lost 12 hours per week of play. In the United States, in 2018, the American Academy of Pediatrics published a report recommending that paediatricians begin prescribing play to families.

It is well understood that children require play with toys to develop robust cognitive, emotional, and physical skills. However, recognising the realities faced by many families enables us to approach the needs of each child with grace and humility.

Returning to the classroom:

I provide toys in my classroom, including wooden blocks, Lego™, Duplo™, puzzles, and marble runs. Many of the children benefit significantly from these resources, which support cognitive development, emotional regulation, and trauma recovery. This year, I am utilising the work of Sarah Aiono and the Play-Based Learning Observation Tool™ (P-Blot) to enhance my play spaces and foster the skills and dispositions of my learners.

I do not believe that this approach detracts from Montessori principles. Authentic Montessori practice adapts to the needs of the child while recognising the general patterns underlying child development. I also ensure ample opportunities for children to engage in physical activity, whether through extended playtimes or walks outdoors.

Following the Covid-19 pandemic, many educators have observed increased anxiety among families and children, as well as greater complexity and needs within the classroom. I have experienced this as well. Some individuals believe that the solution is to emphasise academic achievement. However, children require a solid foundation of play to develop these essential skills. By incorporating both indoor and outdoor activities that promote collaboration, exploration, and oral language development, Montessori classrooms can reduce stress levels and improve mental health.

Let's be gentle with each other and allow ourselves the joy of play in our Montessori classrooms.

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