PRACTICAL LIFE
1
1
, INDEX
Introduction to Practical Life…………………………………………………………….1
General Steps for Presentations……………...………………………..............................7
A List of 10 Activities……………………………...……………………………….……9
Activities………………………………………………………………………………..12
Calling, running and dismissing a group……………………………………….……….42
Two Grace and Courtesy activities……………………………………………………..45
Walking on the Line…………………………………………………………….………53
Silence Game…………………………………….……………………………………..58
Practical Life Questions...……...……………………………………………………….61
Material Making. Folding cloths…………………………………………………….….66
Glossary………………………………………………………………………………...68
, INTRODUCTION TO PRACTICAL LIFE
“Nevertheless, the exercises of practical life cannot be regarded as simple kind
of gymnastics; they are “work”. But the work is refreshing and not tiring
because of the interest which one takes in all his movements”
(The Discovery of the Child, Maria Montessori)
Practical life activities are those ones of everyday life, so that the children can learn
how to do living activities in a purposeful way and therefore adapt and orientate in his
environment for their own and the common good.
The principal aims of practical life are to help the children in his/her work of
adaptation and respond to the natural development of the child.
Responding to the child´s development needs, we have to take into account three
points: human tendencies, sensitive periods and absorbent mind. These three are vital for
the perfection of the individual.
As human beings we move with propose. Our mind and movements function
together. Sensitive period for the co- coordination of movement. This is the right time to
introduce theses kind of activities to the children. Have the opportunity to repeat, helps
them to become more refine.
The most important and prominent characteristic of the presentation of exercises of
practical life and its outstanding and essential technical feature is “analysis of
movements”, the presentation of each and every movement needed to perform a given
activity in a manner that enables the child to see it distinctly. Each activity consists of a
series of logically subsequent actions, each of which have their own distinctive technique,
place and succession in time.
Normally, adult’s don´t give any importance to these types of activities because
they do it every day or perhaps hire others to do it for them. On the other hand, for children
these activities are significant and motivate themselves to do them. These activities give
the opportunity to construct the whole personality of the child.
Maria Montessori observes in San Lorenzo how the child was washing his hands
and repeated this action for a long time. Another thing that she saw in the child was his
1
, concentration during the activity. At first, she didn’t believe all of this, so she kept
observing. She saw in all these activities supports the natural development and their
characteristics. Also, the repetition of the activities helps the child to refine his
movements.
The children’s house environment has different characteristics. The activities need
to be based in reality. For example, washing dirty clothes with real soap in warm water.
Also, the activity needs to be complete to be attractive to the child to use it. If not, the
adult needs to complete it of remove it from the shelf.
All materials have a clear purpose and function. If the child doesn´t know the use
of something probably will use it in an inappropriate use.
Practical life activities reflect the culture of the child´s environment. The adult
should choose activities that are prevalent in the culture. Locally used materials should
be used. The children should be able to recognize the material.
The adult prepares the environment. All the materials should be complete, prepared
and ready for use. The adult is responsible of it so that everything is there for the child.
This helps the child´s human tendency and sensitive period for order and his/her external
order that helps the child to internalise order.
The materials must be proportional to the child. The child can handle them
physically. For example, the size of a sponge or a jug.
All the activities are arranged from simple to complex. Must be in a logical
sequence so that the child knows where is each activity and the order that must follow in
each area.
Also, the materials are grouped together, for example all the frames are at the same
place, in practical life, care of the person. Furthermore, each item in the activity should
be colour coded so the child can identify which items belong together.
The child can use each material as many times as he/she wants. Repetition
encourages the child to develop the concentration and self- discipline. Also, repetition
provides the child the opportunity to practice a skill. Repetition is the secret of perfection
and Maria Montessori observed that the child expression after working with a material
many times was of satisfaction and peace.
2
1
1
, INDEX
Introduction to Practical Life…………………………………………………………….1
General Steps for Presentations……………...………………………..............................7
A List of 10 Activities……………………………...……………………………….……9
Activities………………………………………………………………………………..12
Calling, running and dismissing a group……………………………………….……….42
Two Grace and Courtesy activities……………………………………………………..45
Walking on the Line…………………………………………………………….………53
Silence Game…………………………………….……………………………………..58
Practical Life Questions...……...……………………………………………………….61
Material Making. Folding cloths…………………………………………………….….66
Glossary………………………………………………………………………………...68
, INTRODUCTION TO PRACTICAL LIFE
“Nevertheless, the exercises of practical life cannot be regarded as simple kind
of gymnastics; they are “work”. But the work is refreshing and not tiring
because of the interest which one takes in all his movements”
(The Discovery of the Child, Maria Montessori)
Practical life activities are those ones of everyday life, so that the children can learn
how to do living activities in a purposeful way and therefore adapt and orientate in his
environment for their own and the common good.
The principal aims of practical life are to help the children in his/her work of
adaptation and respond to the natural development of the child.
Responding to the child´s development needs, we have to take into account three
points: human tendencies, sensitive periods and absorbent mind. These three are vital for
the perfection of the individual.
As human beings we move with propose. Our mind and movements function
together. Sensitive period for the co- coordination of movement. This is the right time to
introduce theses kind of activities to the children. Have the opportunity to repeat, helps
them to become more refine.
The most important and prominent characteristic of the presentation of exercises of
practical life and its outstanding and essential technical feature is “analysis of
movements”, the presentation of each and every movement needed to perform a given
activity in a manner that enables the child to see it distinctly. Each activity consists of a
series of logically subsequent actions, each of which have their own distinctive technique,
place and succession in time.
Normally, adult’s don´t give any importance to these types of activities because
they do it every day or perhaps hire others to do it for them. On the other hand, for children
these activities are significant and motivate themselves to do them. These activities give
the opportunity to construct the whole personality of the child.
Maria Montessori observes in San Lorenzo how the child was washing his hands
and repeated this action for a long time. Another thing that she saw in the child was his
1
, concentration during the activity. At first, she didn’t believe all of this, so she kept
observing. She saw in all these activities supports the natural development and their
characteristics. Also, the repetition of the activities helps the child to refine his
movements.
The children’s house environment has different characteristics. The activities need
to be based in reality. For example, washing dirty clothes with real soap in warm water.
Also, the activity needs to be complete to be attractive to the child to use it. If not, the
adult needs to complete it of remove it from the shelf.
All materials have a clear purpose and function. If the child doesn´t know the use
of something probably will use it in an inappropriate use.
Practical life activities reflect the culture of the child´s environment. The adult
should choose activities that are prevalent in the culture. Locally used materials should
be used. The children should be able to recognize the material.
The adult prepares the environment. All the materials should be complete, prepared
and ready for use. The adult is responsible of it so that everything is there for the child.
This helps the child´s human tendency and sensitive period for order and his/her external
order that helps the child to internalise order.
The materials must be proportional to the child. The child can handle them
physically. For example, the size of a sponge or a jug.
All the activities are arranged from simple to complex. Must be in a logical
sequence so that the child knows where is each activity and the order that must follow in
each area.
Also, the materials are grouped together, for example all the frames are at the same
place, in practical life, care of the person. Furthermore, each item in the activity should
be colour coded so the child can identify which items belong together.
The child can use each material as many times as he/she wants. Repetition
encourages the child to develop the concentration and self- discipline. Also, repetition
provides the child the opportunity to practice a skill. Repetition is the secret of perfection
and Maria Montessori observed that the child expression after working with a material
many times was of satisfaction and peace.
2
