Pomiędzy zabaw(k)ą a materiałem i pracą w praktyce pedagogii Montessori

The article presents the results of qualitative research conducted among thirty-one Montessori 3–6 guides from Polish kindergartens. The main scope of the text is to outline the conceptions of play and work and the ways in which they are intertwined. The outcome space consists of four categories: 1. play as ethical and organizational challenge; 2. play as the obstacle in children’s development; 3. play as activity with no value; 4. play as work/work as play. The first category is framed by the rationality of play being important for the teachers and thus creating a dilemma whether to follow the child and let them play or to follow the Montessori curriculum and focus on free work? The second and the third categories are related with play being insignificant or negative for the development. The last category is the mode of thinking in which one cannot tell play and work apart. From this perspective both play and work are essential for the development of the child and the border between these two forms of activities is blurry. The last category initiates and invites to discuss and perhaps redefine the very concept of work in Montessori prepared environment.