en freedom to move around, manipulate and touch. She developed a set of what she called diadactic materials (inspired by Froebels Gifts) to support this process. This range of materials particularly encouraged dexterity, and as they worked with them the child was guided from the simple to the more complex tasks. The diadactic materials (diadactic means intended to instruct) have a built-in control of error, so the children can teach themselves in a non-competitive atmosphere. Montessori encouraged children to work alone. She felt that the best learning occurred when children were focused, silent and completely absorbed in a task. She referred to this as the ‘Polarisation of the attention.’

Montessori placed a lot of emphasis on the development of social skills, and these took precedence over early reading and writing. No formal learning of reading and writing were seen in a Montessori nursery, she felt these would follow once the basic social and emotional development had taken place. Instead, Montessori encouraged children to learn to form letters through sand and finger play. However Montessori placed a great emphasis on the richness of literature and use of language.

Rudolph Steiner (1861-1925)

Rudolph Steiner was born in Austria in 1861. His ideas about teaching young children are known as the Waldorf education system. Steiner believed that childhood was a separate period of life and his methods aimed to develop all aspects of the child. The curriculum Steiner designed aimed to provide equal experience of the arts and sciences. Imaginative play, often with natural materials is central to the Waldorf scheme (which is similar to Froebels methods), and children are free to choose whether to play together of alone.

Steiner like Froebel believed in community education and the importance of maintaining relationships between the child and teacher. He placed great importance on a vegetarian diet and proper rest