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.





By Alison Petersen September 5, 2025
Starting school marks an important milestone for both children and their parents. Transitioning into a Montessori environment—with its distinctive approach to learning—can bring a mix of excitement and uncertainty. At Pincushion Hill Montessori School, we’re committed to helping families navigate this change with confidence and ease. Talk About What to Expect Children tend to feel more at ease when they know what’s coming. Take some time to talk with your child about what a typical day at a Montessori school might be like. Let them know they'll have the freedom to choose activities that interest them and that they'll be learning alongside children of different ages. Explain that their teachers—often called guides—are there to support their learning and exploration, not just give directions. You might say something like: “You’ll start the day by saying hello to your teacher and friends, then you can pick something fun to work on—maybe building with blocks or practicing writing. Sometimes you’ll work alone, and other times you’ll do things with others.” Encourage Independence at Home Montessori education places a strong emphasis on independence. To help your child adjust smoothly, start encouraging independence at home. Simple tasks like getting dressed, putting away toys, or helping set the table can boost their confidence. When children realize they can do things on their own, they’re better prepared for the choices and responsibilities they’ll encounter in the classroom. These kinds of activities also reflect the Montessori idea of “learning by doing,” which is at the heart of the method. Create a Consistent Routine Routines help children feel safe and lower anxiety during new experiences. In the weeks leading up to the first day, try to follow a consistent morning schedule—waking up at the same time, having a healthy breakfast, and getting dressed on their own. You can also involve your child in getting ready the night before by letting them choose their outfit and pack their school bag. Talking about what they’re excited for the next day can also build a sense of anticipation and comfort. These small routines help foster responsibility and a smooth start to each school day. Get Ready Emotionally, Too Starting school is a big step—not just for your child, but for you as well. It’s completely normal to feel a mix of emotions: pride, nervousness, maybe even a little sadness. Keep in mind that your child is likely to sense your mood, so staying calm and positive can help reassure them. If you’re feeling uneasy, remind yourself of the many benefits of Montessori education—its focus on nurturing independence, curiosity, and a love of learning. Trust in the process, and in the guides who are there to support your child as they begin this new adventure.
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