It always puts a smile on our face when parents tell us that their children come home from school each day so excited about their learning. We’re often amazed at how Montessori children tend to be driven and innovative, and always want to discover more without being told by an adult. How do you cultivate such an attitude toward the world? How should we guide our children to want to learn, to always pursue more knowledge and skills without being told they have to? The key lies in what type of motivation we use.

Limits of Rewards and Punishments

In many traditional preschool settings, educators often rely on external rewards and punishments to motivate children. Gold stars, stickers, praise for “good” behavior, and time-outs for “bad” behavior are commonplace. Many of us grew up with this type of system, and it’s easy for parents to rely on these tactics as well. While these methods may produce immediate compliance or momentary bursts of enthusiasm, they fail to cultivate long-term motivation or a genuine love for learning.

Believe it or not, there are more ways that adults impart subtle, nuanced external motivators that we may not even be aware of.  For example, any time we make a statement or even use a facial expression that conveys our own pleasure or displeasure with a behavior or action, we are utilizing external motivation.  While these tactics may sometimes work in the short term, research shows they do little for long-term motivation success.

According to research, external rewards can diminish a child’s intrinsic motivation to engage in an activity they might otherwise enjoy. A well-known study by psychologist Edward Deci revealed that children who were rewarded for engaging in an activity they already found enjoyable were less likely to continue that activity once the rewards were removed. In short, using rewards or punishments conditions children to work for external validation rather than to pursue learning for its own sake.

The problem with this system is that it creates an environment where children are not encouraged to explore and discover their passions. Instead, they are conditioned to follow instructions and behave in a certain way to avoid punishment or gain approval. This undermines their ability to develop the self-discipline and curiosity that will serve them throughout life.

The Power of Intrinsic Motivation

In contrast, intrinsic motivation—doing something because it is inherently interesting or satisfying—has been proven to be much more effective in encouraging long-term engagement and persistence in learning. Montessori education is designed to foster this type of motivation, helping children become self-driven, curious learners who are eager to explore the world around them.

A key study by Richard Ryan and Edward Deci on self-determination theory (SDT) suggests that people are more motivated when they feel they have autonomy, competence, and relatedness in what they are doing. Montessori environments offer all three of these crucial elements. Children in Montessori classrooms have the autonomy to choose their own activities, work at their own pace, and engage with materials that match their developmental needs and interests. This freedom helps them feel more in control of their learning journey, and their sense of competence grows as they independently master new skills and concepts. Furthermore, Montessori classrooms emphasize cooperation and collaboration over competition, nurturing a sense of relatedness. Children are encouraged to help each other and learn from one another in multi-age classrooms, which reinforces their sense of community and belonging.

By nurturing intrinsic motivation, Montessori helps children develop a lifelong love of learning that is not contingent on rewards, praise, or external pressure. Instead, the joy of discovery becomes its own reward. In Montessori schools, for example, we often guide children to reflect on their own feelings after they complete a challenge.  They may come to us, excitedly showing or retelling. While we may be inclined to say, “Good job!”, we know those types of statements are better off unsaid.

If we reward a child with our approval, they will work to seek that approval in the future. Instead, if we ask the child how they feel about the work, or comment on something factual we noticed, the drive will remain within them. So then we might say, “I noticed you kept trying even when that was challenging.  How do you feel now that you completed it?” or “It seemed like you enjoyed that work.  What will you do next?”  These types of statements make it possible for us to acknowledge a child without placing our own judgements on their experiences.

How Montessori Nurtures Intrinsic Motivation

Montessori guides are skilled at creating an environment that fosters self-directed learning and intrinsic motivation. They don’t rely on external rewards to encourage work; instead, they carefully prepare the classroom to be a space where children are naturally drawn to explore and learn.

The desire to work is innate in children.  Our job is to nurture and honor it.  Even the terminology we use is intentional.  Our youngest students aren’t asked to play during the morning cycle, but to work.  We let them know we recognize what they’re doing is important.  It’s work, and we are there to support them in doing that work.

The Prepared Environment

One of the key components of Montessori motivation lies in the “prepared environment.” Montessori classrooms are thoughtfully designed with accessible, age-appropriate materials that encourage children to explore independently. The materials are arranged in a way that allows children to choose what they want to work on, giving them a sense of ownership over their learning. As children progress, they are also offered new challenges, keeping their curiosity alive and allowing them to explore at their own pace.

Autodidactic Materials

Montessori materials are designed to be self-correcting, allowing children to discover when they’ve made a mistake and to independently find the solution. This eliminates the need for external judgment, fostering a sense of personal responsibility and satisfaction. For instance, the Pink Tower, a classic Montessori material, allows children to identify and correct errors by themselves as they stack blocks in size order. The control of error is built into the material, meaning the child is empowered to self-assess and correct without needing an adult’s approval.

Teacher as Guide, Not Director

Montessori teachers act as guides rather than directors. They observe the child, introduce materials when appropriate, and allow the child to take charge of their own learning. Instead of telling a child what to do, they show the child how to use the materials and then step back. This allows the child to develop a deep sense of concentration and satisfaction as they work through problems and discover answers on their own.

For example, a guide may introduce the child to sandpaper letters, which are used to teach both the shape and sound of letters. After the initial lesson, the child is free to explore the letters independently, tracing them and reinforcing the connection between touch and sound. The child’s desire to master the letters is driven by their natural curiosity and a growing understanding of language—not by a reward system.

Choice and Independence

Another crucial aspect of Montessori motivation is the element of choice. In a Montessori classroom, children are given the freedom to choose their activities based on their interests. This sense of autonomy empowers children to engage in learning that is meaningful to them, making it more likely that they will remain engaged and motivated. When children feel that they are in control of their learning, their motivation comes from within—a stark contrast to traditional settings where learning is often imposed.

The Uninterrupted Work Cycle

There are other structures built into the Montessori day that support intrinsic motivation.  The three-hour uninterrupted work cycle is one, as is allowing for ample student choice.  The strategies allow children to select work that is meaningful to them, and to spend time really getting deep into that work.  We allow them to fully explore their interests, which is where real creativity and lasting learning take place.  Children feel empowered by their independence, and this in itself drives them to explore deeper learning.

Nurturing Lifelong Learners

In Montessori education, motivation is not about external rewards or pressures; it is about nurturing a child’s natural desire to explore, discover, and learn. By fostering intrinsic motivation through a prepared environment, self-correcting materials, and the guiding role of teachers, Montessori education helps children become enthusiastic, lifelong learners. Children are encouraged to pursue knowledge for its own sake, not because they are told to, but because they genuinely want to.

By understanding and embracing these principles, parents and educators alike can support the development of children who are not just academically capable but also driven by curiosity, confidence, and a love for learning—in the process preparing them for a lifetime of success. School is not just a place they go to and have information fed to them, but a place where they look forward to going so they can discover the world for themselves.