Reality Vs. Fantasy
Alison Petersen • October 25, 2024

Reality in the Montessori Classroom

Many parents have noticed that Montessori schools discourage the use of creativity, fantasy and imagination. This is an unfortunate and inaccurate generalization of what Dr. Maria Montessori was actually teaching. Dr. Montessori did not discourage children from engaging in make believe play. During her observations, she saw that children under the age of six preferred "real" over "fantasy" when given the choice. She observes, time after time, that children of this age chose activities such as cleaning, cooking and other practical life activities of fantasy play. 


A Montessori Perspective: Reality vs. Fantasy


As Montessorians, we recognize that very young children have a difficult time distinguishing between reality and fantasy, and that blending the two can be confusing. Based on Dr. Montessori's observations, we also know that children in the first plane of development (age birth to six) prefer reality to fantasy. Children are fascinated with the natural world. There is no need to tell a child about unicorns when they are so interested in horses, other animals, plants, and insects. At their age, the real world provides much inspiration and learning for their young minds.


In a Montessori classroom, you will see children preparing snacks and meals with the appropriate kitchen tools opposed to playing in a toy kitchen. Rather than listening to a story with talking animals, they would be presented with stories about real animals or people. This helps the child become independent and capable in the real world around them.


Imagination in the First Plane of Development


Imagination is a natural and normal part of development. However, children in the first plane of development are exploring the real world with their senses and interacting with their environment. Their brains are busy categorizing and finding order in the world. Because of this, it's more developmentally appropriate to give our youngest students real and authentic opportunities. Once they've developed a sense of the real world, usually around the age of six, their their imagination starts to take off.


Imagination in the Second Plane of Development


Dr. Maria Montessori noticed that around the time when a child turns six, there is a unique shift in their way of thinking. She deemed this next stage in the child's life the "second plane of development." During this stage, children are able to distinguish reality from fantasy and have a desire to use their imagination. This plane of development continues to approximately age 12. Dr. Montessori noticed that children are motivated to learn using their imagination during this plane, so in the spirit of following the child, Montessori encouraged children to explore their imaginations by using abstract thought.


For example, during the second plane of development, a guide might share a history lesson and ask the child to imagine themselves in a similar situation. Writing elaborate stories is a common activity at this age. This helps to develop the child's imagination, usually allowing them to find their own place in society through their thoughts and ideas.





Choosing Real Experiences Over Screens

By Alison Petersen • April 7, 2026
A Montessori approach to being screen-free is grounded in the belief that children learn best through real-world, hands-on experiences, especially in the early years. Rooted in the work of Maria Montessori, this philosophy recognizes that young children build understanding through movement, exploration, and meaningful interaction with their environment. Rather than passively receiving information from a screen, children are actively engaged—touching, manipulating, observing, and discovering. In a screen-free Montessori setting, learning is not rushed or overstimulated. Children are given the time and space to concentrate deeply, repeat activities, and develop a sense of mastery. They engage in practical life tasks such as pouring, sorting, preparing food, and caring for their surroundings—experiences that foster independence, coordination, and confidence. This approach also supports social and emotional development. Without screens, children are more present with one another, learning to communicate, collaborate, and navigate relationships in real time. They develop patience, resilience, and an authentic connection to the world around them. By minimizing screens, Montessori environments protect the natural rhythm of childhood—encouraging curiosity, imagination, and a lifelong love of learning grounded in real experience. What Does a Screen-Free Montessori Environment Look Like? Hands-on materials: Children learn through tactile, purposeful activities that engage the senses Practical life experiences: Pouring, cleaning, food preparation, and self-care build independence Uninterrupted work cycles: Time for deep concentration and meaningful engagement Movement and choice: Children are free to move, choose work, and follow their interests Rich social interaction: Conversation, collaboration, and conflict resolution happen in real time Connection to nature: Outdoor exploration, gardening, and seasonal awareness are part of daily life What We Encourage Instead of Screens Reading and storytelling Art, music, and creative expression Building, puzzles, and open-ended play Outdoor time and exploration Meaningful conversations and shared experiences These choices create an environment where children are not just entertained—but truly engaged, capable, and connected to the world around them.

The Pink Tower: An Iconic Material in Montessori Education

By Alison Petersen • February 3, 2026
The Pink Tower is one of the most recognizable and beloved materials in Montessori classrooms—and for good reason. Simple, beautiful, and deceptively powerful, it lays a foundation for a whole lot of learning.