The Practical Life Exercises
The Montessori curriculum follows a very concrete, logical progression of lessons and work, each stage building on the last. The logical place to start is with the preliminary exercises of the Practical Life syllabus. These exercises isolate the concept of movement so the child can absorb the basic movements required in any specific acceptable behaviour. These exercises also establish the mode of conduct for the teacher and student when presenting an exercise or lesson. They lay the foundation for all the other exercises because they develop particular movements ut also refine other movements. They also prepare the child for what comes later. When the preliminary exercises are ignored when the child enters what Dr. Montessori called "the prepared environment" for the child, children tend to struggle more in their progress.
The practical life exercises are a beginning point in the Montessori environment. They help the child in his whole development, physical, mental and moral. They form a part of the daily program of “activity” in the day of the child. The exercises are the foundation of classroom development as they aid the child:
1) To grow in self-knowledge
2) To develop good self-esteem
3) To grow in independence
4) To grow in an understanding of the environment
5) To develop motor perception and perfection of movement
6) To develop a sense of responsibility
7) To appreciate culture
8) To establish order
9) To develop power of concentration
One of the first Preliminary Exercises welcomes the child into the classroom – the group walks about and the child is encouraged to touch and look at things and each object is introduced by its proper name. This welcoming familiarizes the child with the classroom and its contents, and the proper manner of behaviour in the classroom, and gives the child a sense of security. In addition, the concept of “freedom with responsibility” and within limits is introduced naturally because we present things that can be done in a positive way and we do not present things that cannot be done. This in turn sets the mode of conduct of the classroom.
These exercises form the beginning of the relationship between the teacher and child because they are typically the first exercises done with the children. These exercises are not only done at the beginning of the year but they can be done anytime. As with all Montessori exercises, the most important thing is to present any exercise well.
Some of the preliminary exercises which the children are learning about are tucking in their chairs, how to roll up a mat, how to carry a mat, how to unroll a mat, how to hold a tray on which are placed a number of Montessori materials pouring water, etc. In order for the child to move on and make progress, the child first needs to master their preliminary, foundational exercises. All future activities in the classroom depend on mastery of these exercises. For example, in order for a child to work with a material on the shelf the child must first know that walking over to the material and selecting it by himself is allowed in the classroom, then the child needs to hold the material and carry to an empty seat (carrying material with 2 hands), putting the material on the table, pulling out the chair out with 2 hands, sitting properly on the chair so the legs are facing the right way and starting the exercise. These acts sound simple to an adult, but to a child they are complex tasks to be undertaken and knowledge of the ground rules and ability to perform basic tasks unaided allow the child to move (and consequently learn and develop) confidently in his classroom environment.
Grace and Courtesy exercises include learning how to take turns, walk properly (gaining control of the child’s body), walk in a line, as well as knowing how to sit for circle time, raising the hand when he/she wants to talk.
The teacher, parent or caregiver must be aware that the child follows the adult, and that as a key role model in the child’s life, it is important that you help the child understand the ground rules and be able to (or be likely to be able to with some development) perform the actions necessary in order to be able to participate in any new situation or activity prior to introducing it. This sets the child up for success (or a greater chance of it), and gives him or her confidence – and joy in a job worth doing being well done.
Since the beginning of school children have been practicing these preliminary exercises. Children have been learning how to carry materials with both hands, serving themselves to snacks, which includes setting the table, pouring water or juice, serving themselves and others, carrying a mat, unrolling a mat, etc. Every single task the child does is part of his/her learning process which results in improvement and a growing sense of accomplishment each day.
We encourage you to support your child’s development at home by allowing him/her to do things for himself/herself – even if it takes longer or may make a mess. Be sure to set the ground rules (even demonstrating how a task can be done safely and carefully), observe while your child is performing the task, and ensure that he or she helps to tidy up any mess. It is easier to do it yourself, but your child actually enjoys the process (and may repeat the action over and over again). He/she is learning valuable fine and gross motor skills in a satisfying manner – your child is gaining independence.
Maria Montessori recognized the fact that all cultures have practical life activities. The practical life exercises are real, not “make-believe,” and the child feels successful when he can achieve real results. (The child washes real dishes, sets a table for a meal, etc.). It is important for the adult to understand that the child performs these tasks for a different purpose than the adult. The adult does these activities to improve the environment, while the child does them to improve self – an inner need. The adult does them once, in the quickest way possible, while the child will repeat them over and over and takes no short cuts. This is important for their development of specific fine-motor control and skills as well as gaining independence. These fine motor skills are important for preparation for writing, as well as life skills.
Time is not lost when it is spent on Practical Life exercises. Children must be given freedom to perform them any time. These activities bring about normalization. They are also a means for an upset child to regain peace and exercise control over his environment, where he can take care of his problems. Without the practical life exercises the child will not be ready for the Sensorial Development – the next main area in the Montessori Primary Curriculum.