The Montessori method was provided by Dr. Maria Montessori for children to extract all of their potentials through simple directions in all life aspects.
practical life
preliminary exercise
Carrying a Mat
Material
a mat
Presentation
Introduction
Prepare all materials before. (Place rolled mat on the ground.)
Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. Call their attention to the mat on the floor and tell them that you are going to show them how to roll and unroll a mat. Position yourself so that you are sitting on your knees in front of the vertical rolled up mat with the flap of the mat is on the left side of the rolled up mat.
Tell the children " I am now going to pick up this map"
Lifting
Place your right thumb on the front of the rolled mat about 1/3 of the way down from the top (or lower if you are smaller).
Wrap you four right fingers around the mat so that they are under the mat.
Place your left thumb on the front of the rolled mat under your right thumb about 1/2 way from the top.
Wrap your four left fingers around the mat.
Lifting with the force of both hands, lift the mat from the floor so that it in now perpendicular to the floor and stand up.
Bring the mat in close to your body, keeping it perpendicular to the floor.
Walk carefully and to a specific spot (not too far so the children can no longer see you), checking regularly to make sure your walkway is clear.
Setting Down
Come back to your starting point and tell the children "I am now going to set down this mat on the floor"
Bend down and sit on your knees.
Place the mat down with one point of contact. This point should be the bottom part of the mat on the opposite side of your body.
Slowly rotate your hands away from your body so that the mat gets closer and closer to lying on the ground.
Remove your four left fingers from under the mat.
Remove your left thumb from the top of the mat.
Remove your right four fingers from under the mat.
Remove your right thumb from the top of the mat.
Offer each child the opportunity to pick up and carry the mat.
Once they have all had a turn excuse them one at a time, making sure each child has thought of what he would like to de next.
Purpose
Direct: To assist the child in coping with the movements necessary for carrying a mat.
Indirect: Development of voluntary movements.
Points of Interests
Holding the flap of the mat so that it does not unroll as it is being carried.
Age
2 1/2 onwards
Notes
For space, I have written right and left hands, but in the presentation the right hand stands for the hand furthest away from the children and the left hand stands for the hand nearest the children.
practical life continues
Washing Hands
Material
- One Basin
- One Jug
- One Soap Dish
- Soap
- One Jewelry Holder or Dish
- One Bucket
- One Drying Cloth
- One Cloth for Drying Hands
- One Apron
Presentation
Introduction
Prepare the washing hands table by making sure there is every object needed and enough soap. Invite a child to come by telling them you have something to show them. Stand in front of the washing hands table and have the child stand to your left. Tell the child that you are going to show him how to wash your hands.
Preparation
Put on the apron and have the child put on an apron as well.
Roll up your sleeves.
Take off all of your jewelry (rings, watch, bracelets) and place them into the jewelry dish.
Pick up the jug and fill it 3/4 full of tap water.
Presentation
Come back to the table and fill the basin with half of the water from the jug.
Set the jug down in its spot of the table.
Place your right hand down into the water and then your left hand.
Turn your hands over to wet the backs of your hands.
Scoop water with your right hand and rinse your entire left hand.
Repeat for your right hand.
Raise your hands out of the water and pointing your fingers down, let the water drip from your fingertips.
Pick up the soap with your left hand and place it flat in the palm of your right hand.
Place your left hand flat on your right hand.
Rub your hands back and forth until you can see some lather.
Replace the soap on the soap dish with your left hand.
Turn your right hand palm down and bring your left palm on top of the back of your right hand.
Rub your left hand back and forth to create lather.
Open your right fingers wide and using the tips of your left fingers, lather in between each finger.
Then wrap your left hand around your right thumb and lightly rotate your left hand back and forth around your thumb.
Repeat this for each of your right fingers.
Then place your left thumb and index finger around your right wrist and rotate back and forth to create lather.
Repeat all these movements of cleaning your right hand for your left hand.
Replace both hands back into the basin.
Rinse your hands in the same manner as when you had begun this exercise.
Pat your right hand and then your left hand dry on the hand cloth.
Pick up the water bin from under the table with both hands and place it next to the table.
Pick up the basin by placing both hands around opposite edges for balance.
Pour out the water into the water bin by pouring away from you and at a slight angle so you can see the water as it is being poured.
Replace the basin on the table.
Fill the basin with the remainder of the water from the jug.
Rerinse your hands as you had done before.
Clean the rim of the basin by running your hands along the sides to rinse off the soap that might still be on the edges.
Let the extra water drip from off of your fingertips.
Dry your hands with the hand cloth fully by repeating the same motions as when you were lathering your hands. This time instead of soap, use the cloth.
Completion
Empty the basin out into the water bin as before.
Replace the basin on the table.
Pick up the water bin by wrapping your right hand around the handle.
Carry it carefully to the sink and raise the bin to the sink level.
Place your left hand under the base of the bin and pull it slightly up so that the bin pours out all of the water.
Bring the bin back and set it next to the table.
Dry the jug, the basin, and the table with the drying cloth.
Then dry the water bin.
Place the drying cloth on the table and replace the bin under the table.
Hang the hand cloth up to dry and show the child where he can find a dry one. Replace the wet one with a dry cloth.
Hand the drying cloth up to dry and show the child where he can find a dry one.
Replace the wet one with a dry one.
Put your jewelry back on.
Take of your apron.
Offer the child the opportunity to wash his hands. Once he is fully done with the activity, he can take off his apron.
Purpose
Direct: Care of the person and giving a sense of cleanliness.
Indirect: Growth in the child’s ability to work in a sustained and concentrated way.
Points of Interests
Seeing dirty hands become clean.
Age
2 - 4 years
practical life
care for the environment
Washing a Chalkboard
Material
- A Chalkboard
- A Small Bowl
- A Round Sponge
- A Cloth
Presentation
Invite a child to come by telling them you have something to show them. Have the child bring the appropriate tray and have them place it vertically on the far right side of the table. Then go get a chalkboard to be cleaned. Place the chalkboard in the center of the table. Tell the child that you will be showing him how to clean a chalkboard.
Preparation
Pick up the bowl with both hands and place it just above the top left corner of the chalkboard.
Using your right hand, take the sponge out of the bowl and place it to the right of the bowl.
Take the cloth with both hands and place it to the right of the sponge.
Pick up the bowl with both hands and fill it with just a few drops of water.
Come back to the table and set the bowl down where it was, above the chalkboard.
Presentation
Pick up the sponge with your right hand and place it into the bowl.
Using both hands, squeeze out the excess water from the sponge into the bowl.
Remove your left hand from the sponge.
Place the sponge on the top left corner of the chalkboard.
Position your right fingers on the top of the sponge and by placing your right thumb on the side of the sponge on the part closest to your body.
In a slow, continuous manner, wipe the chalkboard with the sponge from top to bottom.
Repeat this movement for the whole chalkboard, working your way from top to bottom, left to right.
Once the whole chalkboard has been wiped, slide your sponge horizontally from the bottom left corner to the bottom right corner.
Replace the sponge into the bowl.
Pick up the cloth with both hands and place it to the left of the chalkboard, near the child.
Show the child how to place your hand into the folded cloth by lifting the top flap and placing your four right fingers under it.
To hold the cloth in place, position your right thumb under the cloth firmly.
Wipe the chalkboard dry by using the same movements as with the sponge.
Dry the whole chalkboard from top to bottom, left to right.
Then dry the bottom by wiping from the bottom left corner to the bottom right corner.
Replace the cloth in its spot above the chalkboard.
Completion
Stand up.
Tuck in your chair and have the child tuck in his.
Pick up the bowl with both hands and bring it over to the sink.
Place bowl down and remove the sponge from the bowl.
Place the sponge off to the side.
Pick up the bowl and empty it. (Rinse it if necessary)
Rinse out the sponge and replace it into the bowl.
Carry the bowl back to the table with both hands.
Place the bowl back above the chalkboard.
Pick up the cloth and hang it up to dry or place it in the laundry bin if it is dirty.
Show the child where he can find a clean cloth and replace the wet cloth with a dry cloth.
Place the dry cloth above the chalkboard and to the right of the bowl.
Pick up the bowl with both hands and place it at the top of the tray.
Pick up the cloth and place it below the bowl on the tray.
Using both hands, flip the chalkboard over.
Invite the child to clean the other side of the chalkboard.
Tell the child that when he is done, he can replace the chalkboard back in the chalkboard place and the tray back onto the shelves.
Purpose
Direct: Care of the Environment: the child becomes aware of the accumulation of chalk o the boards and is helped to clean independently.
Indirect: Coordination and carefulness in movements.
Points of Interests
Seeing the wet streak from the sponge as the chalkboard is being cleaned.
Age
3 - 4 years
practical life
grace and courtesy
Greeting a Person
Material
None
Presentation
Introduction
Invite 3-4 children to come participate in your lesson by telling them you have something to show them. Show each child where exactly to sit and once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them.
Preparation
Tell the children that when they come into class, you greet them by saying “hello” and shaking their hand.
Tell them that you are all going to practice greeting each other.
Tell them that when we greet someone, we should say: “Hello”, and shake their hand.
Presentation
Sit on your knees and extend your right hand to one of the children. (Make sure they also extend their right hand.)
Look them straight in the eyes.
Say: “Hello (their name)”, and shake their hand.
Wait for the same back from the child. (If they do not respond, move on to the next child. At least one of the children will respond with the same.)
Extend your right hand to another child.
Say: “Hello (their name)”, and shake their hand.
Repeat this until you have greeted every child.
Bring the attention of the children to the child or children who responded back to the greeting.
Then have each child practice one at a time.
Conclusion
Tell the children that this is how we greet each other. Tell the children that they can now greet each other in the mornings!
Thank the older child for helping you with the lesson.
Excuse the children one at a time, making sure each child has thought of what he would like to de next.
Purpose
Direct: Teaching the children grace and courtesy in the classroom.
Indirect: To have the children greet each other, visitors, and guests.
Points of Interests
Looking in each other’s eyes as they are greeting each other.
Age
2 1/2 - 3 1/2 years
practical life
control of movement
Walking on the Line
Material
- The Red Line
- A hand-held Flag
- A Bell on a string
- A Small Glass of Water filled to the rim
- A Basket
Presentation
Introduction
Between the ages of 3 to 6, the child needs to practice, perfect, and consolidate the body’s movements. For this reason, Dr. Montessori began using the “Walking on the Line” as a Practical Life exercise. This exercise helps the child control his body, develop balance and perfect equilibrium, as well as to strengthen the mind’s control of its body’s movements. The “line” used during this exercise is a continuous and permanent shape in the environment. With its two straight lines and two lightly curved sides, an ellipse is what most environments have found to be the most suitable for this lesson. The width should be a little wider than the shoe of a child and the line should never be covered or obstructed. During this exercise, you may want to play some soft, steady, and calm music in the background. Once the lesson has been given, this is a spontaneous individual or group activity.
Preparation
Invite 3-4 children to come participate in your lesson.
Show each child where exactly to sit near the line.
Once the children are seated, you sit so that you can see them all, they all can see you, and yet you are not in front of them. Tell the children that you will be showing them the exercise of “Walking on the Line”.
Presentation
Step One:
Invite the children to all stand on the line, equidistance from each other.
Ask them that when the music begins, please walk on the line is a normal manner, but keeping the same distance from the person in front of them.
Once the music has stopped, they can all have a seat where they were.
Start playing the music and stop it when you feel they are loosing their concentration.
Discuss as a group how this was for each of the children. Tell the children that they are free t walk on the line just as you did today when ever they would like.
When the children from this group are comfortable enough with this step, move on to Step 2.
Step Two:
Invite the children who have been successful in Step 1 and who need more of a challenge and have them sit next to the line.
Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe.
Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.
Have them stand on the line, equidistance from each other. Start playing the music and stop it when you feel they are loosing their concentration.
Discuss as a group how this was for each of the children.
Tell the children that they are free to walk on the line just as you did today when ever they would like.
When the children from this group are comfortable enough with this step, move on to Step 3.
Step Thee:
This step has four subdivisions to it:
A. Walking on the line while carrying a hand flag or bell.
B. Walking one the line while carrying a glass of water.
C. Walking on the line while carrying 2 different objects.
D. Walking on the line with something on your head
Before each subdivision, have the appropriate material available for each child.
Subdivision A:
Invite the children who have been successful in Steps 1 and 2 and who need more of a challenge and have them sit next to the line.
Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a flag (or bell) at an arms length away from them.
Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.
Have them stand on the line, equidistance from each other and hand them each a hand flag (or bell).
Start playing the music and stop it when you feel they are loosing their concentration.
Discuss as a group how this was for each of the children.
Tell the children that they are free to walk on the line just as you did today when ever they would like.
When the children from this group are comfortable enough with this subdivision, move on to Subdivision B.
Subdivision B:
Invite the children who have been successful in Subdivision A and who need more of a challenge and have them sit next to the line.
Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a glass of water filled to the brim at an arms length away from them.
Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.
Have them stand on the line, equidistance from each other and hand them each a glass of water. (Start playing the music and stop it when you feel they are loosing their concentration.)
Discuss as a group how this was for each of the children.
Tell the children that they are free to walk on the line just as you did today when ever they would like.
When the children from this group are comfortable enough with this subdivision, move on to Subdivision C.
Subdivision C:
Invite the children who have been successful in Subdivisions A and B and who need more of a challenge, to have a seat next to the line.
Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a two objects!
Tell them that this will be a flag (or bell) and glass of water filled to the brim.
Remind them to keep the same distance from the person in front of them and once the music has stopped, they can all have a seat where they were.
Have them stand on the line, equidistance from each other and hand them each a flag (or bell) and a glass of water. (Start playing the music and stop it when you feel they are loosing their concentration.)
Discuss as a group how this was for each of the children.
Tell the children that they are free to walk on the line just as you did today when ever they would like.
When the children from this group are comfortable enough with this
subdivision, move on to Subdivision D.
Subdivision D:
Invite the children who have been successful in Subdivisions A and B and C and who need more of a challenge, to have a seat next to the line.
Tell them that this time when the music starts, you would like them to walk on the line by placing their feet heel to toe while carrying a two objects and placing a basket on top of their heads!
Tell them that this will be a flag (or bell) and glass of water filled to the brim. As they are walking, you will be placing a basket on top of their heads.
Tell them that you will also be taking off the baskets one at a time near the end.
Remind them to keep the same distance from the person in front of them and once the music has stopped, they can replace the objects in their hands onto the table and have a seat where they were.
Have them stand on the line, equidistance from each other and hand them each a flag (or bell) and a glass of water.
Start playing the music and slowly place a basket on top of every child’s head. Begin taking off the baskets as the attention level begins to drop.
Stop the music once all baskets are off of their heads.
Discuss as a group how this was for each of the children.
Tell the children that they are free to walk on the line just as you did today when ever they would like.
Purpose
Direct: Helping the child work on concentration, coordination of movements and extortion of will.
Indirect: Awareness of their body and building up balance.
Points of Interests
Keeping your head up as much as possible to not let the basket fall off.
Age
2 1/2 – 6 years
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