China's traditional educational theory has always been influenced by Herbart's educational theory. The traditional teaching method is a top-down teaching method, emphasizing indoctrination education and thinking that teaching activities are composed of two factors: teachers and students. This educational model regards children as containers for storing knowledge, and children are often in a passive and negative position in the process of learning. Moreover, the teaching content is vague and lacks originality, and the teaching procedure is carried out in strict accordance with the five-step teaching method. As the protagonist, children can only be passive followers. In such a learning atmosphere, children's personality and ability are buried and cannot be displayed. Therefore, people call for the reform of teaching, and the dissemination of Montessori's preschool education thought in China is also the requirement of the times.

Montessori's pre-school education thought provides a model for China's pre-school education reform, and its manifestations are various. First of all, the introduction of Montessori's preschool education thought enriches the content of preschool education. Traditional preschool education courses mainly focus on singing, games, handicrafts and conversation. Montessori's teaching content is very rich, including sensory education, life practice, language education, mathematics education and cultural education. Montessori's pre-school education thought pays attention to daily life practice, which is helpful to promote children's sound personality. Secondly, the introduction of Montessori's preschool education thought has improved the teaching methods of preschool education. The traditional teaching method is a top-down teaching method. This teaching method ignores the children's personality characteristics and hinders the normal development of children's body and mind. Montessori regards the scientific observation and research of children as the primary task of teachers, provides children with environment and working materials, attaches importance to the creation of environment, and enables children to develop through self-education. Third, it enriches the teaching organization form. In the past, the teaching form in China was the same age, and Montessori's distinctive feature was mixed age. At present, most families in small and medium-sized cities in China are only children, and children lack brothers and sisters, which is not conducive to their social development. Mixed-age classes promote children's social development.