Montessori educators distinguish sharply between praise, which they see as an external reward or judgment, and encouragement or descriptive feedback, which supports a child’s own sense of achievement. Below is a “deep dive” into how and why they discourage conventional praise—and what they do instead.
1. Praise as External Control
- Why it’s discouraged
- Shifts motivation outward. Praise (“Good girl!”) makes children look to adults for approval rather than listening to their own inner satisfaction.
- Creates dependency. Kids learn to do things “for the praise,” not because they find the work meaningful.
- Invites comparison. Subtle or overt comparison to peers can foster competition or feelings of inferiority.
“Praise does not help the child; it helps the teacher to feel good.”
—Maria Montessori, The Absorbent Mind
2. Emphasis on Intrinsic Motivation
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Control of error
Montessori materials are designed so that children can see for themselves whether they’ve made a mistake (e.g. puzzle pieces that only fit one way, bead stair that only balances when ordered correctly). -
Self-correction → self-evaluation. The child checks their own work and gains internal satisfaction.
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Work as its own reward
Tasks are appealing by design—pleasant tactile materials, a clear beginning and end, a sense of order. Success comes from finishing the work, not from a stamp or a “well done.”
3. Encouragement & Descriptive Feedback
Rather than “You’re so smart,” a Montessori guide might say:
- “I notice you concentrated for a long time on that puzzle.”
- “You arranged all the color tablets very carefully.”
These statements: - Acknowledge effort or strategy, reinforcing the child’s own understanding of what they did.
- Avoid labeling (smart, good, clever), which implies a fixed trait.
4. Respecting the Child’s Personhood
Montessori philosophy centers on respect for the child as an autonomous individual. Over-praise can feel manipulative or patronizing. By treating children as capable partners in the learning process, guides:
- Listen more often than they speak.
- Offer choices rather than commands.
- Observe quietly and intervene only to guide or extend exploration.
5. Nuances & Modern Practice
- Not anti-positive: It’s not that Montessori teachers never celebrate success. They simply do it by inviting reflection, “You worked really hard—how do you feel about finishing that?”
- Gradual release: With very young children (2–3 years), simple affirmations (“You did it!”) may be used sparingly to build confidence, but are phased out as self-evaluation grows.
- Praise effort, not person: If praise is used, it’s directed at the process—effort, strategy, persistence—not at innate qualities (“You kept trying even when it got hard”).
6. Why It Matters
- Builds true self-esteem. Children learn to trust their own judgment rather than seeking adult approval.
- Encourages risk-taking. When mistakes aren’t “bad,” kids feel safe to explore and innovate.
- Fosters lifelong learners. The joy comes from discovery itself, laying the foundation for independent learning long after the classroom.