The young child washes the table over and over, not because the table is dirty, but to fulfill an inner need. It is the process, not the product. She is striving to self-perfect each movement, all the while growing in her ability to concentrate and focus.
Contrary to popular belief, given the opportunity and the right tools, a child can concentrate longer than 5 minutes. Ordinary tasks that we do as adults, such as cleaning, washing, sweeping, and cooking, are referred to as practical life activities in a Montessori classroom. The child is familiar with these activities because they see adults do them every day.
But for the child they are not just ordinary tasks; they are developmental, and they serve an inner purpose. To young children they can be magical. And since they want to adapt and be like us, they want to do them as well. The moment they show interest in doing them, they should be allowed to help.
Why are children so attracted to these exercises?
1) Simple, clear, and concrete purpose.
2) Brief and repeated often.
3) When they see you do it (like sweeping), they see in a concrete way the succession of actions necessary to do this task.
Their will is activated - “I want to do that.” If allowed to do them, they repeat them over and over. They then begin to focus and concentrate. This focusing and concentration leads to coordinated movement, integration of mind and body. The actions of the body are coming under the guidance of the intelligence, which is purposeful movement.
As the child is able to do more and more of these activities, she becomes independent. And providing the tools for the child to become functionally independent within her environment, she begins to grow in confidence.
“An interesting object, a series of movements revolving around this object, and the fixing of attention by the action being done, is the most effective manner of calling the wandering mind of the child. The education of the mind of the child is thus tied up to his movements and to the education of these movements” (Maria Montessori, Creative Development in the Child Volume I).
It is interesting to note that there were no Exercises of Practical Life in the first Children’s House in 1907 (50 children ages 3-6). But because Dr. Montessori was a doctor and interested in hygiene, she decided to teach them a few things. She noticed that they would do it, such as washing their hands, and then repeat it over and over. She realized these activities had a different function for children.
Young children do it for an interior motive. As they get closer to the second plane (around age five or six), they do it because they see it as a need in the environment, such as in washing a table. After observing this, Dr. Montessori decided that the practical life activities are essential for children to have, both in the home and in the classroom.
These are real activities with real tools designed for repetition. And while considered by most adults to be utilitarian and mundane, to the young child, they are constructive, enjoyable activities and help the child build her character.
Ready for more? Discover the joy of a Montessori and Catholic inspired home with our free checklist!
0 Comments