Do technology and artificial intelligence have a place in a Montessori environment?

Preeti Patel, Director of Education and Community at Montessori Global Education

Innovation has been at the core of Montessori pedagogy since its establishment. In 1906, when Maria Montessori founded the first Casa dei Bambini (Children’s House), the doors to the Montessori Approach opened using a new and innovative methodology and didactic materials to support children’s holistic learning. More than a century on, however, the discussion continues around what materials and activities should or should not be included in a Montessori environment (Mafi et al., 2023).

The rapid advancement of artificial intelligence (AI) and technology has led to a rise in conversations among educationalists, policy makers, parents and other stakeholders around the role of AI and technology in our educational system (Ali et al., 2024). As a Montessori educator, I am often asked whether AI and tech have a place in the Montessori early years environment.

Whenever I am posed such a question, my thoughts are always driven to this quote by Maria Montessori: ‘Anyone who wants to follow my method must understand that he should not honour me, but follow the child as his leader’ (Montessori, 1970). The phrase ‘follow the child’ is synonymous with Montessori and highlights the importance of focusing on the child’s needs, interests and developmental stages. With this as the starting point then the question answers itself – yes, AI and technology have a place in early years education, simply because technology and AI do and will play a part in the lives today’s children.

From delivering personalised maths instruction tailored to each student’s needs, to leveraging adaptive learning systems that respond dynamically to a child’s progress, AI offers powerful tools to enhance education (Wang et al., 2024). These technologies provide instant feedback, helping to keep young learners engaged and motivated. By adjusting to the unique pace of each child, AI can be used to ensure that those who need extra support receive it, while others are presented with the right level of challenge and encouragement to continue thriving. This individualised approach not only nurtures confidence and curiosity but also fosters a love of learning. The integration of AI-driven features into educational settings has the potential to enrich children’s learning journeys, promoting both academic success and holistic growth (Su et al., 2023).

As parents, policy makers and educators, we all recognise that education must evolve to prepare children for a future where the use of these tools is and will continue to be ubiquitous. AI and technology are no longer optional additions to education; they are essential tools for navigating the modern world. Since early years education, particularly, plays a critical role in laying the foundations for lifelong learning and adaptability, we must ensure that children today are prepared for all their tomorrows. The Montessori method, with its emphasis on independence, hands-on learning, and intrinsic motivation, offers a unique framework for integrating AI and technology in ways that align with child development principles (Catherine et al., 2020). Our focus as educators therefore must be on how Montessori education can prepare young learners for a future that involves AI and technology, whilst maintaining a focus on holistic development. Early exposure to these tools can help children to develop the skills needed to thrive in a technology-driven future (Liu et al., 2024). While that may be true, the integration of AI and technology in the early years must be approached thoughtfully, as it is vital that an overreliance on these tools does not end up superseding a holistic approach to education.

Many studies have emphasised the importance of balancing screen time with hands-on, experiential learning, particularly for children under six, and this was clearly highlighted during the COVID-19 pandemic (Eswaran, 2024). This is where the Montessori method, with its focus on hands-on, self-directed learning, can provide a balanced approach. The Montessori philosophy, developed by Dr. Maria Montessori over a century ago, emphasises the importance of fostering independence, curiosity, and intrinsic motivation to develop a love of learning (Gentaz and Richard, 2022). While Montessori environments are known for their use of physical materials, the philosophy and key principles of the method can be extended to incorporate AI and technology in developmentally appropriate ways.

The premise of Montessori education is that children learn best when they are allowed to follow their interests and work at their own pace – child-centred learning. AI-powered educational tools can support this by providing individual personalised learning experiences. For example, the use of adaptive learning platforms can tailor content and resources to a child’s individual needs, allowing them to progress at their own speed (Gleisten, 2024).

Concrete, tactile, sensory experiences are the fundamentals of the Montessori materials and while technology is often associated with screens, there are several ways to incorporate it into hands-on learning. The use of programmable robots like Bee-Bots or Cubetto is one such example (Zurnacı and Turan, 2024). Tools like these can not only introduce young children to coding concepts through physical play – aligning with Montessori’s emphasis on concrete learning experiences – but also consolidate mathematical concepts that may have been or are being introduced (Marshall, 2017).

While children mainly focus on individual activities through the course of the day, Montessori classrooms also actively encourage collaboration and peer learning. Technology can enhance this by facilitating collaborative projects, such as using digital storytelling tools or shared coding platforms. These activities not only build technical skills but also foster communication, teamwork, collaboration, and resilience.

AI and technology are tools for solving real-world problems, and Montessori education naturally cultivates problem-solving and critical thinking skills. By integrating technology into Montessori activities, such as using tablets for research, children can learn to see technology as a means to an end, rather than an end in itself (Jones, 2017). By encouraging user-generated wisdom rather than delivered wisdom, we can support the future generation to develop deep engagement with the materials and resources that will place them at the heart of their own learning experiences. This approach will not only demystify the role of AI and technology but will also spark curiosity to understand the tools better. This is vital as we must not lose the focus on humancentric skills such as empathy, emotional intelligence, critical thinking, creativity and self-regulation, in the pursuit embedding and developing technical skills.

Integrating AI in practice

In discussing this with our colleague Marvin Reyes, Organisational Director at Vincerola Bilingual Montessori Kindergartens, we can see evidence of this integration in practice. At Vincerola, a forward-thinking kindergarten in Germany, AI and technology are seamlessly integrated into daily learning. The kindergarten has developed a clear strategy for using these tools, offering training and open communication to ensure that educators and parents understand how technology enriches children’s academic journeys, fostering trust and collaboration and continuing professional development (CPD). From a young age, children at Vincerola engage in hands-on programming with OZOBOTS, using simple, colourful markers to program pathways for the robots. They learn to code different actions, such as turning around, spinning, speeding up, slowing down, and even moving backwards (Körber et al., 2021.). This playful approach introduces foundational programming skills whilst fostering problem-solving and creativity.

Technology at Vincerola extends well beyond coding. Children use iPads in imaginative and educational ways, whether capturing the world through photography, creating their own movies, or exploring nature in stunning detail with digital microscopes. By connecting microscopes to iPad cameras or using stand-alone digital devices, children can observe insects, plants, and natural elements up close, enhancing their understanding of the natural world. The kindergarten also utilizes a smartboard, providing opportunities for interactive learning and presenting. By presenting their work to peers, children build confidence, improve communication skills, and learn to manage stage fright in a supportive environment. At Vincerola, technology is not just an add-on but a valuable tool in everyday learning. Children are not only exploring technology creatively but are also learning to use it as a practical resource to support their ideas and needs in daily life. This holistic approach empowers young learners, equipping them with essential skills for the future whilst nurturing curiosity, collaboration, and innovation.

Undoubtedly, as AI becomes more prevalent, ethical questions about its use will become increasingly important. Montessori’s emphasis on respect and responsibility can be extended to discussions around technology, helping children to understand the importance of using AI ethically and responsibly. If we are able to start these conversations and discussions at the earliest of opportunities, then we can support our young people in developing their understanding and making the right choices and decisions throughout their lives.

We must recognise that integrating AI and technology into Montessori education or any early years environment is not without its challenges. The topmost concern for all will likely be the potential of overreliance on screens, and other technology which can detract from hands-on learning and social interaction. To address this, educators must carefully select technology that complements, rather than replaces, learning materials and opportunities in an early years setting.

One of the other challenges we must consider is ensuring equitable access to technology. Not all families or schools have the resources to provide the latest technological tools, which could exacerbate existing inequalities – investment will be required here, and we must be mindful about where this comes from (Jefferson, 2024). Policymakers and educators must work together to ensure that all children have access to the benefits of AI and technology in education.

Another significant challenge we face is the widespread lack of understanding of AI and technology among educators, parents and policymakers. This knowledge gap can create hesitation and uncertainty when it comes to integrating technology into educational settings (Alfredo et al., 2024). To truly harness the potential of AI in education, it is crucial that we, as individuals and institutions, take proactive steps to deepen our understanding of these powerful tools. Embracing AI and technology in our daily educational practices requires a commitment to continuous learning. This can be achieved through a variety of professional development opportunities, such as attending training, workshops, webinars, and seminars. Engaging with diverse learning resources – from online courses and expert-led sessions to collaborative forums and practical demonstrations – can help to demystify technology and build confidence.

By investing in our own technological literacy, we can lead by example, fostering a culture of curiosity and adaptability. This not only enhances our teaching methods but also ensures that we are preparing children for a future in which technology will undoubtedly play a pivotal role.

The integration of AI and technology into early years education is both an opportunity and a responsibility – one we need to embrace and not avoid. By leveraging the principles of Montessori education, it is possible to create learning environments that prepare children for a technological future, whilst nurturing their innate curiosity, creativity, and love of learning.

Maria Montessori once said, “education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words but in the virtue of experiences in which the child acts on his environment.” (Montessori, 1949). In a world increasingly shaped by new technology, we would be failing our children if their experiences did not include thoughtful, purposeful engagement with the technology that is and will be in their present and future lives.