Her views would appear to be based on an unfortunate experience of working in an environment that does not, in fact, reflect contemporary Montessori principles or practice, and we should always be aware of the danger of making generalisations from limited experience.
In good Montessori practice the term 'work' is in every sense synonymous with 'play' - every activity the child does in a Montessori setting is freely chosen and controlled by the child. This is possible because everything available is developmentally useful in some way or another, and all activities are set within a framework of rules that protect the 'common interest'.
This consistent recognition of one's responsibility towards others means that the child is continually but gently reminded of his or her social role, even when playing alone. The choice of activities includes a wide range of creative pursuits, as well as group activities.
Spontaneous role play, as well as more structured group role play sessions (when exercises in social skills are regularly practised) are seen as vital to the child's healthy emotional and social development. Montessori teachers recognise their very great responsibility as social role models for the child.
The principle of having a mixed-age grouping enriches the social environment, with older children also acting as role models for younger members, while developing their own positive self-esteem and sense of responsibility.
Most Montessori schools I have worked in or visited have incorporated a sand tray, a water play area and a dressing-up corner into the environment.
All in all, I have no doubt that the Montessori environment provides excellent social experiences for the young child. Perhaps other Montessorians would like to share their views?
Maggie Tait. Ranelagh House, Pocklington, Yorkshire
