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Bringing Montessori and Kaupapa Māori Together: A Shared Vision for Tamariki

Early Childhood Education

In a recent article published in Informed (Issue 76, June 2025), NZTC lecturer and experienced Montessori teacher Emily Coleman-Hill explores the rich alignment between Montessori pedagogy and Kaupapa Māori. Her reflection offers valuable insights for teachers striving to honour both te ao Māori and international educational philosophies in early childhood settings in Aotearoa.

At the heart of the Montessori approach and Kaupapa Māori is a shared understanding: the child is a spiritual, capable, and connected being, shaped by whakapapa, whānau, and community. Montessori’s view of the child as intrinsically motivated and worthy of deep respect mirrors the Māori view of the tamaiti as a holistic individual, deeply embedded in relational networks.

Key Alignments Between the Two Philosophies

Emily identifies strong connections between Montessori principles and practices and core concepts in Te Whāriki and Te Whatu Pōkeka. For example:

  • Whakamana (Empowerment): Montessori environments give children real choices and responsibilities, allowing them to learn at their own pace and develop confidence and identity.

  • Kotahitanga (Holistic Development): The Prepared Environment supports physical, social, emotional, and cognitive growth—just as Māori educational frameworks emphasise the whole child.

  • Whānau Tangata and Ngā Hononga (Relationships and Community): Montessori guides (kaiarahi) cultivate strong relationships with tamariki and their whānau, aligning with the relational focus of Kaupapa Māori. The Montessori environment, with its mixed-age groupings, allow for tamariki to develop an understanding of how to be part of a wider community and how to care for those within it.

Emily also explores values such as manaakitanga (care), whanaungatanga (relationships), and rangatiratanga (leadership), which are actively fostered in Montessori classrooms through practices like tuakana-teina learning, food preparation, and peer mentorship.

Cultural Identity and Spiritual Potential

A key insight from Emily’s article is the shared recognition of the spiritual nature of the child. In Māori worldview, wairua is sacred, and in Montessori, the child’s spirit is seen as the source of curiosity, growth, and purpose.

Even mischief or boundary-testing—seen in Māori as tinihana—is reframed in Montessori as an expression of unmet needs or a search for learning. Both approaches encourage educators to look deeper, respond with understanding, and create spaces where children’s inner potential can be fully realised, with protection of each child’s mana.

For NZTC Teachers and Learners

Emily’s reflection is a powerful reminder that Montessori and Kaupapa Māori are not competing ideologies—they are complementary lenses. By integrating both, early childhood professionals in Aotearoa can create learning environments that are culturally grounded, spiritually respectful, and deeply empowering for tamariki.

At NZTC, we continue to encourage bicultural competence and reflective practice in all areas of our teaching. Emily’s work offers a practical and philosophical bridge between worlds—one that can guide educators as they prepare tamariki to thrive in both their cultural heritage and wider learning journeys. For students looking to learn more about the Montessori approach in Aotearoa, Montessori Aotearoa New Zealand (MANZ) provides regular publications and professional development opportunities.