Activities are encouraged that are intended to cultivate important social skills such as cooperation and sharing. They often divide up activities into different stations such as a home or kitchen, science area, and sensory and building areas. Such "student-centred" play facilitates not only the learning of social skills but also indirectly facilitates the learning of verbal skills, object recognition and early math, among other things. Further Reading

The focus is on learning letters, numbers, vocabulary, basic math, literacy and other preschool academics. Children are also taught to distinguish shapes and colours, tell the time, as well as other skills. The aim is to prepare children for traditional schooling. Further Reading

Learning at one's own pace is a priority. Children are encouraged to complete challenging tasks on their own that require deep concentration and focus. This fosters independence and the ability to make responsible decisions. Ultimate goals include a stronger sense of pride and accomplishment, stronger leadership skills and a stronger sense of self. Further Reading

Teachers and children co-construct their learning environment. Children are encouraged to participate in activities that they find stimulating and engaging. Learning typically takes place through free-exploration and projects tailored to the learning interests of children. The aim is to promote intellectual curiosity and develop higher-order cognitive skills [1] such as analysis, synthesis, and the ability to solve problems in creative ways. Further Reading

A lot of time is spent away from desks on hands-on, practical activities that are intended to cultivate children's mental and physical well-being. Children participate in a variety of multi-dimensional learning activities that allow them to learn in a 'holistic' way, in a way that engages their bodies, brains and emotions. Children learn in a way that is stimulating and practical. This cultivates a love of learning. Further Reading

This is a child-centred approach. Children are encouraged to choose minimally-structured activities that are stimulating and enjoyable. Little emphasis is placed on teaching children through direct instruction, unlike academic preschools. Further Reading

This is a teacher-directed or teacher-centred approach. Children learn in a more structured way than the play-based approach. The teacher plans activities and guides children in doing them. Teachers devise general lesson plans and teach children through direct, sit-down instruction. Further Reading

Very little direct instruction is given. Learning is first and foremost independent: tasks are given with concrete solutions that it is possible (at least in principle) for children to discover on their own. Learning is geared toward task-oriented work rather that play-based activity, since, it is believed, children are capable of and in need of serious work with considerable responsibility. This educational philosophy sharply diverges from that of play-based preschools such as Waldorf. Further Reading

This is a project-based approach. Lessons are primarily based on the interests of children. Children are encouraged to find and complete projects on their own. There is a self-guiding curriculum [1] at work here where students learn the curriculum through independent exploration and projects that are tailored to their interests and that they help select. Further Reading

This is a play-based approach. It involves devising a predictable structure and providing children with a dependable routine such as designating certain days of the week for particular group activities like music or art. Children are in mixed-age classrooms with the same teacher for multiple years. There is an emphasis on appropriate social interaction and cooperation in group activities. Children aren't introduced to formal reading skills until the first grade, and a standard grading system is not used. Also, typically no technological media are used in the classrooms.

These include toys, building blocks, home and kitchen items, books, arts and crafts materials and sensory elements such as water and sand. These materials are often placed in different stations or areas of the classroom which children can rotate between.

These include books, writing pads, math sheets, colour, shape and number identification materials, and arts and crafts materials such as sketch pads and paper, paint, glue and scissors. In schools with more resources, learning materials might include technological media such as televisions, computers and smartboards (interactive whiteboards).

Children use 'manipulatives', a special kind of Montessori toy that is self-corrective, meaning that a child knows if they assembled a puzzle correctly, for example, based on the toy fitting together, not because someone showed the child how to do it. Other materials include books, building blocks, alphabet cutouts and sandpaper letters. Further Reading

Some standard arts and crafts materials are used, including sketch pads, paper, paint, glue and scissors. In other cases, children may explore the environment as part of a specific project by looking at flowers or plants, or explore cooking by setting up a restaraunt in a kitchen. They may, then, produce art work to consolidate their understanding of particular concepts or ideas.

Some standard arts and crafts materials are used, including sketch pads, paper, paint, glue and scissors. Most importantly, children are encouraged to use whichever arts and crafts materials enable them to best explore their creative interests. Other materials include books and building blocks.

The teacher mostly observes, while children play and interact in play stations. They sometimes guide and intervene to enhance cooperation between kids or provide a learning opportunity. Further Reading

Quite a bit of direct instruction is given. Plenty of time is reserved for the teaching of letters and sounds, numbers, shapes, vocabulary, and object identification, among other things. The main aim is to prepare kids for the school years. Normally, though, there’s not a traditional classroom setup (with desks, a chalkboard, and so on). Further Reading

Few, if any, whole-class lessons are given. Teachers spend lots of time observing children doing challenging independent and group work. They offer guidance and advice in only when necessary. This promotes independence and student-to-student teaching and learning. It also promotes social development and character traits like independence and responsibility. Further Reading

Teachers and children co-construct the learning environment. Few, if any, whole-class lessons are given. Rather, teachers observe students engaged in activities, and provide support and guidance. They also post students’ work in the class, and document and track students’ progress in other ways.

Teachers instill a sense of enthusiasm in learning. They encourage students to do hands-on activities that are stimulating and enjoyable. Teachers, and parents, select unique activities for children that suit their learning needs and interests. They also sometimes help students complete activities.  Further Reading

There’s lots of free play and physical activities, with some structure. This means there tends to be lots of interaction in this setting. 

Some time is allowed for free play and exploration. The main focus, though, is on early learning and academics. Thus, while there’s some social interaction between kids, there’s less than in play-based programs.

The focus is on independent and group work and concrete challenging learning tasks. This there will be some social interaction in this setting, but less than preschools with a play-based approach.

A combination of play-based and academic opportunities is provided. This allows for some social interaction, around the same amount as academic preschools.

There’s plenty of opportunities for play-based activity.  This allows for quite a bit of social interaction, though not quite as much as some play-based preschools.

Most of the time is allotted to minimally-structured play and exploration. This means there’s often lots of movement and physical activity in this setting.

Lots of focus is placed on learning, which sometimes involves sit-down instruction. Often, then, there’s minimal physical activity in this setting.

Kids work in a structured environment on challenging concrete tasks. In some cases, they’re not given much free-play time. That said, kids also are free to move around the classroom, and work on different individual and group tasks. This means there’s often quite a bit of physical activity in this setting, though not as much as play-based preschools.

Teachers and students co-construct the curriculum based on students' needs and interests. Some of the focus, here, will be on play-based learning. This means there’s likely to be a fair amount of physical activity in this setting, about the same as Montessori preschools. Further Reading

Lots of play-based learning opportunities are provided. This allows for quite a bit of physical activity, though not as much as some play-based preschools.

Lots of time is allotted to free play and physical activity. This setting is often quite a noisy one, then.

Much time is spent on direct, sit-down learning. Some time, though, is reserved for free or semi-structured play. This means there will be some noise in this setting, though usually much less than in play-based preschools.

The primary focus is on challenging individual and group work. While there will be some social interaction, it will mostly be structured by the class and the curriculum. This setting tends to be quieter than many other preschools, then.

The curriculum is constructed based on students' needs and interests. This allows for a combination of quiet sit-down learning and more active play. This setting tends to be somewhat noisy, then. It’s more noisy than Montessori preschools, but less noisy than play-based preschools.

Plenty of play-based learning and activities are provided. There is also, though, some more focused, sit-down learning (the amount determined by children’s learning needs and interests). This setting can be quite noisy, then, though often not as noisy as preschool programs.

Lots of time for free play, minimally-structured activities, and social interaction. This encourages plenty of imaginative and dramatic play, both in groups and independently.

The major focus on direct instruction and sit-down learning reduces the amount of imaginative play. While there is some social interaction and activity, it’s less than in play-based preschools. This leaves some time for imaginative play, but not a ton. In this setting, for instance, a dramatic play area is usually not provided.

The main focus is on concrete learning. Children are encouraged to do challenging tasks, independently and groups. These preschools also normally discourage pretend play, so that kids stay connected with reality. There is often little pretend play in this setting, then. That said, some Montessori preschools have moved away from this way of thinking.

Kids have lots of freedom to choose their own activities. Many choose to work and play with other kids. This gives quite a bit of opportunity for dramatic and imaginative play.

A strong emphasis is given to play-based, away-from-the-desk activities. Also, the aim is to develop a child's body, mind and soul. This is often done through artistic and creative activities, such as role playing, modelling, acting, stories, and plays. This means there’s often tons of imaginative and dramatic play in this setting. Further Reading

Plenty of time is allotted for free exploration and minimally-structured physical activity. Plenty of arts and crafts materials are often provided as well. Children are often encouraged and choose to do arts and crafts in this setting.

There’s lots of focus on sit-down learning. This leaves less time for the exploration of individual interests such as arts and crafts. 

There is a heavy focus concrete learning. Most of these preschools also tend not to allocate or designate time for arts and crafts (though some do). This leaves less time for art and other creative activities. Further Reading

There is a flexible curriculum which focuses on learning paths more than learning outcomes. This gives kids plenty of freedom to do as arts and crafts and other creative endeavours. Further Reading

Students have quite a bit of freedom to choose their own activities.There’s also a major focus on cultivate imagination an creativity through the arts. This gives kids tons of opportunity to pursue creative activities such as arts and crafts. Further Reading

A large amount of time is allowed for free exploration and minimally-structured physical activity. This does not leave as much time for traditional preschool curricula, such as the learning of letters and sounds, numbers, and shapes, and reading and math.

The main focus is on learning and academics. This preschool’s curriculum often involve the learning of letters and sounds, numbers and shapes, and reading and math. Further Reading

The main focus is on challenging individual and group learning tasks, tailored to individual needs and interests. This leaves lots of opportunity for early academics, such as reading, writing and math. In fact, this starts to become a major focus at the upper preschool level (primary school). Further Reading

There’s quite a bit of focus on developing children’s intellect. This is often done through open-ended projects.  This makes academic learning, such as reading, writing, and math, a fairly big focus. Further Reading

There is a big focus on hands-on, practical learning activities, and artistic endeavours. Moreover, traditional academics is usually delayed until grade 1. This means there’s very little emphasis on academic subjects such as reading, writing and math in this setting. Further Reading