If you’ve ever come across the famous quote by Maria Montessori that goes, “The greatest sign of success for a teacher… is to be able to say, ‘The children are now working as if I did not exist,‘” you might have wondered why she used the term “work” instead of “play.” After all, childhood is often associated with carefree play and fun, right? 

In the Montessori method, “work” does not connote labor, chores, or boring tasks. Instead, it refers to a child’s earnest efforts to explore, discover, and learn about the world around them. Montessori believed that children have a natural inclination to engage in meaningful, purposeful activities, which she called “work.” This work is not only educational but also deeply satisfying for the child. 

Children are like little sponges, soaking up knowledge from their surroundings. They’re curious and inquisitive, always seeking to make sense of the world they’re growing into. This natural curiosity drives them to actively seek out information and skills. In this context, “work” becomes the vehicle through which they gain knowledge, confidence, and independence. For instance, imagine a child stacking colorful wooden blocks to create a tower. To an observer, it may seem like play, but to the child, it’s a serious task. They’re learning about balance, geometry, and problem-solving. Every time they build a taller tower or change the design, they’re actively experimenting and learning. 

One of the key reasons children prefer “work” to “play” in Montessori’s view is the immense satisfaction they gain from mastering tasks and gaining new skills. For example, when a child waters the classroom plants, they are “working” according to Montessori. This task teaches them responsibility, biology, and the satisfaction of nurturing life. They actively observe the plants’ growth, adapt their watering techniques, and develop a sense of care for the environment. When children engage in these meaningful activities, they experience a deep sense of accomplishment. This sense of achievement, no matter how small, boosts their self-esteem and motivates them to keep exploring and learning. 

In a sense, Montessori believed that “work” was not just about education. It was about nurturing a child’s sense of purpose and autonomy. In this way, children actively shape their own learning experiences, setting the foundation for a lifelong love of learning. So, “work” in this context is not a burden but a joyous and fulfilling process where children eagerly explore, discover, and master the world around them.