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FREE-CHOICE

Erikson: Erikson advocated for children to be in charge of the learning process when participating in a
classroom project. He believed this will exhibit teacher appreciation for the areas of interest of the
students as well as confidence in their ability (Andrea, 2012).
Montessori: During her observation, Montessori recalls a day when the teacher was slightly late and upon
her arrival, she found that children removing objects to work with them. She observed the children
choosing their own work according to their own preferences and that is how the principle of free choice
was thus added to that of repetition of the exercise. The free choices made by the children enabled her to
observe the children’s psychic needs and tendencies (Montessori, 1972).

Differences:

DISCIPLINE AND FANTASY

Erikson:
Discipline
“If parents are encouraging, but consistent in discipline, children will learn to accept without guilt that
certain things are not allowed, but at the same time, will not feel shame when using their imagination and
engaging in make-believe role- plays. However, if parents are not encouraging or consistent in discipline,
children may develop a sense of guilt and may come to believe that it is wrong to be independent”
(Andrea, 2012).
Fantasy
According to Boeree, 2006, Erikson suggested that adults should accept and encourage fantasy and
curiosity and imagination. This is a time for play, not for formal education. The child is now capable, as
never before, of imagining a future situation, one that isn't a reality right now. The initiative is the
attempt to make that non-reality a reality”.

Montessori:
Discipline
“Let us remember that discipline is something to come, and not something already present. Our task is to
show the way to discipline. Discipline is born when the child concentrates his attention on some object
that attracts him and which provides him not only with a useful exercise but with a control of error”
(Montessori, 1972).
Fantasy
“Unfortunately, many people think that these fanciful activities which disorganize the personality are
those which develop the spiritual life. Most people maintain that fantasy is creative in itself; on the
contrary, it is nothing by itself, or just shadows, pebbles and dried leaves” (Montessori, 1972). Montessori
believed: in the world of fantasy, wherein it thrives, there is no control of error; nothing to coordinate
thought (Montessori, 1972).

PRAISE AND REWARD

Erikson believed that teachers should make sure to point out and praise students for good choices
(Santrock, 2004). Montessori was against this however, she believed that rewarding a child, means he/she
lacks the capacity to guide himself/herself. Montessori describes praising a child’s work as interference
(Montessori, 1972).

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