Introduction: China usually translates the "all-round education" of this era into "all-round education" or "elegant education", which is different from the professional education of learning various specialized knowledge. At present, educators in some European and American countries are debating whether colleges and universities should implement professional education or free education. Montessori is a world-famous preschool educator. She advocates free education and emphasizes children's independent choice, independent learning and self-help education. This is very conducive to cultivating children's independence and creativity from an early age. Over the years, traditional education has been accustomed to teachers' "teaching", ignoring children's active "learning" and compulsory indoctrination, and ignoring children's interest needs. Teachers are masters and children are passive learners. Although this situation has improved in recent years, it still happens from time to time that teachers "desperately" control their children in activities. On the surface, children are allowed to operate and fiddle with teaching AIDS. In fact, under the teacher's baton, children passively participate step by step, and they are not really liberated, which binds their hands and feet. They can't gain more experience through their own practical activities. Using Montessori's educational thought, we can understand the responsibility of teachers, that is, to establish routine, remove obstacles to children's natural development, observe children's performance and understand their needs, so as to better understand, cultivate and protect children's own abilities and give indirect help. Kindergartens should allow children's bodies to move and play freely and provide them with a "prepared environment" that can meet their intellectual, moral and social needs. This is completely consistent with the spirit of the Regulations and the new Outline. Our task is to cultivate children's good learning attitude, the spirit of active exploration, and their desire for knowledge and fun. So as to understand the essence of free education and the relationship between free education and children's development. First of all, providing a prepared environment is the premise of implementing free education. Montessori believes that the primary task of education is to provide children with a suitable environment, so that children can develop their natural abilities in the environment, so that each child's potential can develop themselves freely in a prepared environment. A prepared environment means that teachers should provide children with a rich, sensible and freely chosen environment according to their interests, needs and development characteristics. In this prepared environment, children can freely participate in the environment without any restrictions, and they can study and play freely. Children can develop independently in the process of learning games. For young children, this kind of environment is very willing to accept at first, and can get positive development through interaction with the environment. Secondly, education permeates the environment, and children can accumulate and master some experience or skills through choice and operation. Thirdly, the orderly environment itself is permeated with a kind of rule, which does not need the teacher's prompt, but makes the children consciously understand and become a kind of domestic demand, so that the children can benefit for life. Second, implicit guidance is a continuation of free education. Meanwhile, parents and teachers are also worried. That is, whether children can develop in a healthy and high-quality direction and how the educational value of teachers is reflected. Montessori believes that when organizing children's activities, teachers should take children's internal needs as the starting point, and teachers should carefully observe children and fully understand activities that can help them develop. The organization of educational content should be centered on teaching AIDS and designed according to the sensitive period of children, and the order is very clear. Children can develop according to their own abilities without being designated by others. This requires teachers to observe children's performance more and turn teachers' guidance into hints and guidance of hidden teaching AIDS. Although Montessori teaching AIDS are very comprehensive, covering five aspects, it is far from enough for different children to develop from Montessori teaching AIDS, which requires us to constantly explore the educational function of teaching AIDS and provide them with teaching AIDS suitable for each child's development. For example, the guidance of scores, the level of teaching AIDS and the establishment of rules are all guidance. Teachers should pay attention to encouragement first, moderate guidance and correct intervention, and can't blame or change children's activities. Let children develop themselves through free choice and cultivate the habits of independence, self-confidence, self-discipline, self-sufficiency and self-management. Third, the ultimate goal of free education is to develop children's creative thinking. 2 1 century is the competition of science and technology, and the competition of talents is, in the final analysis, the competition of creative talents. The children we train will become the masters of 2 1 century. In order to meet the social demand for talents, we must attach great importance to the cultivation of children's creativity. The ultimate goal of free education is to cultivate children's creative thinking. There are five types of Montessori religion, among which sensory teaching AIDS account for a considerable proportion. She believes that sensory activities are the basis of all intellectual development. The direct educational purpose of teaching AIDS in the sensory field is to sharpen children's senses, and the indirect purpose is to cultivate children's ability of observation, judgment, discrimination, comparison and classification, which is the premise of cultivating creativity. In addition, free education provides space for children to dare to think, dare to ask and actively participate in activities, which are necessary conditions for cultivating creative thinking. Montessori emphasizes free education and autonomous learning, which is based on the belief that children are spontaneous, automatic and self-educated. The ultimate effect of education is to explore the inner potential of children.