VOICES OF AMI

TRAINING
Montessori, Imagination, and Young Children
Sarah Werner Andrews, AMI 3–6 Trainer

“We often forget that the imagination is a force for the discovery of truth.” Maria Montessori
[1].

The emphasis on ”play-based” curricula for early childhood education, contrasting with the
reality-based experiences in Montessori environments, has led to misconceptions [2]
summarised by this contemporary psychologist, “Although Montessori made important
contributions to early childhood education and many of her ideas continue to be influential
today, one of the major criticisms of her approach is the total focus on intellectual exercises
and exclusion of imaginary play.” [3] She continues, quoting an article about Montessori from
the New York Times Magazine written in 1965, “Children in ‘pure’ Montessori schools are
virtually restricted to materials she devised, which are intended to suppress fantasy and
imaginative play. Children should not make believe, Montessori proclaimed; to encourage them
along such lines is to encourage defects of character.” [4]

Montessori was not opposed to children’s play or pretend, but she did rally against the
pervasive attitudes that relegated children solely to the realm of pretend and took advantage
of their credulity. Throughout her lifetime she wrote beautifully and extensively about the
imagination, and what she wrote aligns perfectly with contemporary research, showing once
again, Dr. Maria Montessori was a woman ahead of her time.

To some degree, Montessori professionals perpetuate these misunderstandings themselves;

discussion of imagination is largely confined to the elementary age, and many 3-6 teachers are
themselves conflicted and confused about imagination, fantasy, and pretending in the
classroom. It is important for Montessori educators to understand how imagination develops in
the early years of childhood, and that spontaneous “pretending” is a healthy indicator of the
development of imagination. This knowledge enables teachers to observe accurately and
constructively, and know when to redirect and when to step back in order to fully support the
development of imagination during the years from birth to six.

Imagination is based on children’s foundational knowledge about the world. In very general
terms, the infant’s developing mind has “systems” to organize and process the characteristics
and properties of objects and situations in order to construct an understanding of the real
world. The human mind has a natural drive to seek out patterns and put new information into
context with previous experiences. This is similar to what Montessori referred to as “The
Mathematical Mind” - ordering and classifying information.
“The true basis of the imagination is reality, and its perception is related to exactness of
observation. It is necessary to prepare children to perceive the things in their environment
exactly, in order to secure for them the material required by the imagination. Intelligence,
reasoning, and distinguishing one thing from another prepares a cement for imaginative
constructions.” [5] (Montessori 1918)

Neuroscience shows that while many neurons fire during a novel experience, with repetition,
only a smaller subset of neurons process the stimulus. In order to provoke the imagination, we
need new experiences that force the brain’s perceptual systems out of standard patterns or
categorisations [6]. Exploration stimulates the imagination, and since children’s minds develop
through experimental exploration of their environment, exploring new possibilities is an
essential element to how young children learn through imaginative play.

When children pretend, they draw on the causal framework of understanding they built up
during infancy. Imagination relies on a solid foundation of real-life experiences, accompanied
by ample opportunity for exploration and experimentation- this includes exploration and
experimentation through pretending or imagining alternative outcomes.

In 1949 Montessori wrote, “The child’s mind between three and six can not only see by
intelligence the relations between things, but has the higher power still of mentally imagining
those things that are not directly visible.” [7]

It is neither necessary nor helpful to “teach” the child to pretend or imagine. Children construct
their imagination through their own efforts and experience, as a uniquely human aspect of their
mind. Joyful learning comes when children make discoveries and connections themselves.
This principle underscores the Montessori approach to presenting lessons and materials, and it
is also why we should not dictate how/when children are to use their imaginations. Instead,
Montessori advises that we “prepare an environment which will allow the child to exercise his
efforts and aid the development of his imaginative intelligence.” [8]

If teachers don’t understand how imagination and pretend can manifest as purposeful activity,
they are thwarting an opportunity for discovery and development just as if they slapped the
child’s hand reaching out to touch a beautiful object. “Don’t pretend!” is the mental equivalent
of, “don’t touch!” The child will do what nature tells them they must; whether it is touching or
pretending - it is only the adult’s response that makes the difference between construction
and destruction. It takes a nuanced understanding of the developmental purposes of the
Montessori materials to make this distinction.
“The power to imagine always exists, whether or not it has a solid basis on which to rest, and
materials with which to build. But when it does not elaborate from reality and truth, instead of
raising a divine structure, it compresses the intelligence and prevents the light from
penetrating.” [9] (Montessori 1918)

REFERENCES

[1] Montessori, The Absorbent Mind, “Through Culture and Imagination,” p. 176-177, 9th ed. Kalakshetra,
(1949).
[2] In the introduction to The Science Behind the Genius (2005), Angelina Lillard writes, “For psychology
researchers, attitudes toward Montessori are mixed: some know enough to appreciate it, others
misunderstood a small aspect and dismiss the entire approach. Very few know more than a smidgen
about it.” (p.viii) Paul Harris, eminent developmental psychologist, in an interview with the Harvard
Graduate School of Education (2002) mentions Montessori in connection with outdated Piagetian
thinking using “the stubborn auto-didactic model” rather than imagination. In a study assessing make-
believe play and self-regulation, a Montessori classroom was used as a setting that “actively
discouraged make-believe” (although the author stated that not all Montessori classrooms do) and
when the children “lapsed into make-believe,” the “teachers often interrupted, drawing them back to
workstation pursuits” (Berk, Mann, Ogan 2006, citing study by Krafft and Berk, 1998).
[3] Marjory Taylor, in her book, Imaginary Companions and the Children Who Create Them, p.53, (1999).
[4] The New York Magazine article titled, “Let the Child Teach Himself” by R. Gross and B. Gross.
[5] Some words in this passage were omitted for clarity. Montessori (1918). The Advanced Montessori
Method vol. 1, “Imagination,” p. 196.
[6] Gregory Berns, a professor of Psychiatry and Behavior Sciences at Emory University and the Chair of
Neuroeconomics. He is interested in how brain-imaging technologies can be used to study the
neurobiology of human motivation and decision-making. His most recent book is Iconoclast: A
Neuroscientist Reveals How to Think Differently.
[7] Montessori ,The Absorbent Mind, “Through Culture and Imagination,” p. 176, 9th ed. Kalakshetra, (1949).
[8] Montessori, Unpublished London Lecture #24, (1946).
[9] Some words in this passage were omitted for clarity. Montessori, The Advanced Montessori Method
Vol. 1. “Imagination,” p. 205, (1918).
ABOUT THE AUTHOR

Sarah Werner Andrews is the AMI 3-6 Director of Training and Pedagogical Advisor at
Montessori Northwest in Portland, Oregon. Sarah is an AMIUSA Consultant, an AMI Examiner,
editor of the book, The Montessori Approach to Music, and has presented at Montessori
conferences around the world. She holds a Bachelor’s Degree in Music Performance, an M.Ed.
from Loyola University, AMI Primary and Elementary diplomas and is an Oregon Registry Master
Trainer. Sarah began her work in Montessori education in 1987, with many years teaching
experience at both the primary and elementary levels, as well as experience in administration.
She is currently on the board of directors of the North American Montessori Teachers
Association and Montessori Northwest. Sarah is a recipient of the Oregon Montessori
Association Susie Huston Memorial Award for Outstanding Teaching, and a former OMA board
member. She and her husband, Dave, have lived in Portland since 1991, and have two wonderful
sons, Julian and Evan, who are great reminders to listen, keep learning, and not take life too
seriously. Sarah enjoys botany, music, croissants, a great book, historical documentaries, and
the AMAZING story of the Bretz Floods. See a list of Sarah's publications and presentations.

From the Voices of AMI Training Series

Association Montessori Internationale © 2024
Please credit Association Montessori Internationale
and the named author(s) if using text.