Creativity and Wonder: Every teacher can foster creativity, regardless of artistic experience

Ask a Montessori Teacher: Fantasy Play in the Classroom — When to Allow It, Redirect It, or Redesign for It

This is one of those questions that always sparks strong opinions:

“How do you stop fantasy play in the Montessori classroom?”

And my honest answer is this:
I don’t believe the goal is to stop fantasy play.

The real work is understanding why it’s showing up, how your school approaches it, and what the children are actually asking for through their behavior.

First, Let Me Say This Clearly

I don’t mind fantasy play.
I don’t mind imaginative play.
I don’t even mind having elements of dress-up in a classroom.

And yes—that means I’ve had to widen my own understanding of what Montessori looks like in real classrooms, with real children.

That said, I’ve also worked in environments where:

No fantasy characters were allowed
No backpacks with comics or superheroes
No imaginative materials of any kind

So before we go any further, here’s the truth:
this conversation depends heavily on your school culture.

Why Fantasy Play Shows Up in Montessori Classrooms

Fantasy play often emerges because:

Children are deeply imaginative (as they should be)
Materials are beautiful and suggestive
Certain works invite symbolic interpretation

Let’s be honest—
those red rods look exactly like swords.

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Are you needing some support with how to structure your classroom? As a Montessori teacher, I understand that feeling of overwhelm! I have created a detailed lesson plan to 'hold your hand' through each day. These lesson plans can either be used to jump start how to create the rhythm of the classroom (monthly) or I have a full year plan that can then be used for a 3 year cycle.

Montessori Daily Lesson Plans

Montessori INSPIRED Lesson Plans

LOOKING FOR ART LESSONS FEATURING DIFFERENT ARTISTS?

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Ask a Montessori Teacher: What Do You Do When a Child Takes a Material They Haven’t Been Presented?

One of the great ironies of the Montessori classroom is this:
we spend hours preparing beautiful, intentional materials—
and then we’re surprised when children are irresistibly drawn to them.

This question comes up constantly, especially at the beginning of the year:

“What do I do when a child keeps taking a material they haven’t been presented—or is misusing it?”

The answer isn’t a script. It’s a mindset—paired with a few clear non-negotiables.

First: This Is Normal (Especially Early in the Year)

Young children are meant to be attracted to the environment.
If a child is reaching for materials, that tells you something important:

They are curious.
They are interested.
They are ready for engagement.

The challenge isn’t stopping the behavior—it’s guiding it.

And this guidance looks different depending on your classroom.

Montessori Daily Lesson Plans

Montessori INSPIRED Lesson Plans

LOOKING FOR ART LESSONS FEATURING DIFFERENT ARTISTS?

Link to my FREEBIES

What New Teachers Are Really Asking When They Ask About Montessori

There is a question I hear repeatedly from new teachers.

Sometimes it’s asked directly.
Sometimes it’s disguised as something else.

It sounds like:
“Am I doing this right?”
“How do I manage the classroom?”
“What if I make mistakes?”
“How much freedom is too much?”

But beneath all of those questions is a quieter one:

Can I trust the child—and can I trust myself as a guide?

When people first encounter Montessori, they often focus on the visible things: the materials, the shelves, the calm rooms, the independence of the children. What they don’t see right away is that Montessori is not primarily a method to be mastered, but a way of seeing the child.

New teachers are rarely asking for a script.
They are asking for reassurance.

They want to know whether order can exist without constant control.
They want to know whether children can be trusted with real responsibility.
They want to know what to do when things don’t look as peaceful as the photos.

These are honest questions. Necessary ones.

In my opinion, Dr. Maria Montessori did not design an approach for perfect classrooms or perfect adults. She observed real children—curious, impulsive, capable, and deeply sensitive to their environments. She understood that adults, too, are in a process of formation.

Ask a Montessori Teacher: Fantasy Play in the Classroom — When to Allow It, Redirect It, or Redesign for It

Ask a Montessori Teacher: What Do You Do When a Child Takes a Material They Haven’t Been Presented?

What New Teachers Are Really Asking When They Ask About Montessori

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