Practical Life Montessori Quotes

After you have demonstrated a practical-life exercise, and once your child has begun to use it with concentration, you must take care not to interrupt him.

Practical-life activities keep fifteen-month-olds at the leading edge of their skill development, building their intelligence, deepening their concentration, and giving them a new appreciation of their expanding capabilities. In

As parents and grandparents, we think that we are showing children that we love them by giving them things. In fact such practice, in and of itself, may send them the wrong message. Children may conclude that if people give you things, they love you. If receiving things tells you that you are loved, the next logical step is to measure self-worth by what you have, not by what you are. The reality is that very young children can only truly love one doll, one stuffed animal, and a few toys at a time. This experience provides a basis for adult life where one must learn to cherish one spouse, one family, one life, instead of fantasizing that it is possible to “have it all.” What

Let these skills build upon each other by continually reinforcing learned skills while providing the opportunity to learn new ones. When demonstrating life skills, it is important to remember that each of us has our own unique way of doing things. While certain techniques should be mastered, for example doing a button, your child should not have to do their buttons in the same order that you do. It is perfectly fine if you start at the bottom and your child starts in the middle. Keep this in mind as you teach these skills. Allow your child the room to go and develop their own best method. You will find that the young child will better retain skills and information if it comes naturally to him or her, rather than a rehearsed action meant to mimic exactly what you have demonstrated.

In addition to doing practical-life activities at home, many children by the time they are eighteen months old are ready to spend three hours a morning doing these (and other activities) in a setting outside their own home.

If times or ages are mentioned in any activity, please take that as a guideline only. Children will learn the activity as it comes naturally to them. A thirty minute activity may take your child forty minutes. If the suggested age is four, but you have a three year old that can grasp the concepts do not let the recommendations hinder you. This information has not been provided for all activities. This is for a couple of reasons. One being that some of these activities span broader age ranges. The other is that while I find that sometimes it is useful to have an idea of where to start your child, it is better to look at your child in terms of ability and readiness rather than number of years. If times are included, they are meant for assistance in planning your day only. They are not in any way intended to be a marker for your child’s success. The activities have been divided up into the instructional areas of language, mathematics, sensory development and practical life skills. Many of these activities can serve as crossovers, allowing you to introduce multiple concepts at once. Some subjects such as cultural studies or science are included in practical life skills, since at this age that is primarily what those subjects encompass. Where applicable, additional skill areas have been included

Home Care: The young child relishes the opportunity to mimic your activities and feel like they are helping you. Indulge this natural desire and teach them important life skills at the same time. Fill your child in on your regular cleaning routine and let them help where appropriate. They will begin to gain an understanding of the importance of this work as well as a respect for the time involved.  Suitable activities for a child this age include laundry sorting, folding and putting away, helping to load and unload a dish washer, washing dishes by hand, polishing furniture, sweeping, counter wiping, watering plants, and setting the table.

Through practical life exercises, your child will gain confidence, self-sufficiency and the ability to properly interact with others in their world. The focus of practical life activities should be how to care for themselves and their environment, as well as safely maneuvering through it. Think along the lines of proper hand washing, dressing oneself, opening a door, carrying scissors, watering a plant, taking care of their workspace, etiquette, etc. We will later discuss a few specific activities for practical life, however you will be presented with countless opportunities throughout the day that require no planning, but rather a keen eye to acknowledge them as they occur.

Daily Self Care: Children this age love to do things for themselves, and it is encouraged to allow them to do so whenever it is appropriate. Demonstrate simple dressing techniques such as how to maneuver buttons, snaps, zippers, ties, buckles and other closures. Show your child how to put on sock correctly and how to fasten or tie their own shoes as their motor skills mature. Teach them how to take care of their own dirty clothes when they change them.   A young child should be given the opportunity to brush their own teeth and wash their own body, face and hair with your supervision. Proper hand washing technique is one of the most valuable life skill activities that you can teach your child.

Habits such as order and consistency in presentations aid our children to better master their aptitude and accuracy. Daily, one must remember to observe and respect our children by not interrupting their concentration. Encouraging our children’s contribution to the life of the family or other social groups is also suggested (cleaning, table setting, pet care, etc.).

The most powerful tool parents have for sharing their way of life and their values, is the example they set, the behavior they model all of the time. In every waking moment of the child's life, especially in the first three years, he is learning and becoming more and more like those people he finds around him. He will imitate their way of walking, moving and talking, the vocabulary, the handling of objects, the emotions, manners, taste, the respect and consideration (or lack of) for others, and on and on. The first important thing we can do is to surround him with the kind of people we want him to emulate. These are his first teachers. Practicing the correct way to ladle soup. The second thing to keep in mind is to avoid correcting when the action or behavior can be taught in another way. For example, if a child is continually slamming the door very loudly, the best approach is to: (1) Note that the child needs to be shown how to close a door carefully and quietly. (2) Choose a neutral moment at a later time, (which means not an emotionally charged moment when the adult is upset by the door slamming). (3) Give an amusing, exaggerated, and interesting lesson, showing the child how to close the door—turning the handle so carefully and closing the door so slowly that there is no sound whatsoever. Try other doors, do it over and over, as long as both are enjoying it. With these lessons the adult can teach many important lessons, such as brushing teeth, putting away toys, and pouring milk. But if a child reaches for a hot pot handle, or runs into the street, we correct, act immediately!