We’ve talked about some of the distinguishing features of the Montessori method, such as the focus on independence, the use of individual presentations and distinct structure, and the very specific materials.
One of the learning areas in Montessori also sets it apart from other early childhood programs- the focus on practical life. As we’ve noted before, this is an aspect of Montessori that can be found in other programs as well, but the distinguishing feature is that this is a FOCUS in Montessori. Not a side-effect, not a step along the way to something else, but an intentionally planned focus during a day in the classroom.
Maria Montessori said, “the exercises of practical life are formative activities. They involve inspiration, repetition, and concentration on precise details. They take into account the natural impulses of special periods of childhood. Though for the moment the exercises have no merely practical aims, they are a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.”
I really appreciate her use of the phrase “useful education” and the focus on adapting to an environment and functioning efficiently. I think, in the world of education, there is a tendency to recognize the need for “useful education” at higher levels- such as the need for learning financial responsibility or general car maintenance in high school, but we don’t often think about those practical life skills in early childhood. But it is those skills that allow a person to adapt to a new environment and find what they need to function efficiently in that environment.
Practical life activities are comprised of increasingly challenging motor tasks involving practical, real-life goals. These can include cleaning a table, fastening buttons, raking leaves, and more. The goals are to develop independence, body control and coordination of movement, concentration, and sense of order. These activities also serve to create healthy work habits, build a positive attitude toward social relationships, and develop a love and respect toward their environment.
There are four areas of practical life within Montessori: preliminary activities and body movement, care of self, care of environment, and grace and courtesy. All these areas utilize physical movement that serves to develop motor skills in real-life activities. Whether a child is moving a chair, washing their hands, watering a plant, or shaking hands with a fellow student, they are again improving their concentration, developing a sense of order, and increasing their independence. A child who knows the expected steps involved in greeting someone can do so with confidence as they know what the process is and they have practiced to follow that process with ease.
Preliminary activities and body movement are focused on simple, introductory items, many of which are often overlooked as skills. Things like walking around the room. Carrying a chair. Rolling a mat. This area also includes skills such as pouring water, opening and closing containers, transferring beans with a spoon, and more. These are foundational skills that enable children to operate in an environment and progress to more complex skills. A child who is unable to move through a room without disrupting others or being aware of where their body is in space will encounter additional obstacles in their learning as a result. These preliminary activities and body movement allow children to take the first steps in operating within their environment. They are the first practical life activities that are presented to children and set them up for success in all future activities.
The next area of focus is care of self. This area is relatively self-explanatory, encompassing any self-help skills that help promote independence. Care of self activities would include getting dressed, brushing hair, washing hands, and more. These tasks are often presented in a series of small steps, making the whole task more manageable. For example, a step that leads to a child dressing themselves would include learning to fasten buttons or pulling a zipper. That focus on one, specific step in the whole process allows a child to break a large activity down into sections, making the activity appear much more manageable.
A natural follow-up for care of self activities is the next focus: care of environment. This again assists in improving independence and concentration, as children are able to accomplish known and familiar tasks on their own. Care of environment activities also promotes a higher level of responsibility and respect, as children complete tasks that are not necessarily self-serving. Additionally, there is increased social awareness and respect for others included in care of environment activities, as many of these activities support the environment as a whole or other individuals, rather than solely the child completing the activity. That sense of responsibility and the building of social awareness are two items that are of great importance as children grow into adults, and establishing an early start to that learning can make a distinct impact on a child’s development.
The final area for practical life in Montessori is grace and courtesy. These activities introduce children to societal customs and manners, assisting them in communicating with others in a courteous manner. Activities may include verbal greetings, shaking hands, saying please and thank you, answering a phone, offering food, or drawing a person’s attention. All of these may seem like insignificant lessons, but they have a big impact on how a child can operate comfortably in their environment, knowing what is expected, and gaining a positive response from others around them. A child who can draw an adult’s attention in a respectful manner will have more success in obtaining a warm and positive response from that adult.
Many of these activities and skills are present in other early childhood programs, but the distinguishing characteristic of the Montessori method is that these are all intentionally planned activities. Teaching a child to carry a chair carefully across a classroom is not something that just happens when a child makes the attempt on their own. Instead, in a Montessori setting, these activities are purposefully planned and broken down into individual, manageable steps to create opportunities for students to learn these important practical life skills.
Sources:
Gausman, D. (2021). North American Montessori Center: Montessori Practical Life, Early Childhood (3-6). North American Montessori Center.
Episode 5