The Basic Characteristics of Practical Life Activities

Source: Montessori by Hand

Here are the basic characteristics of practical life activities:

• Familiar
  
  Practical life exercises are things the child has already seen regularly in his family life. She mighthave witnessed an older sibling, a parent, or a grandparent perform these tasks on a daily basis. Perhaps she has even done certain exercises before coming into the Montessori environment. This familiarity helps the child orient to her new classroom.
• Culturally Specific
  
  The exercises should be relevant in the child’s day-to-day life. For example, if the child lives in Southeast Asia, the practical life exercises offered by the directress will differ from those offered in France. If the culture eats their meals with chopsticks, it would be useless to have an exercise dealing with setting the table with a spoon, fork and knife. Practical life activities should help the child adapt to her environment.
• Real
  
  Providing the child with real, functional tools and activities conveys to the child that her work isvalued. (Another key point here is that the activities themselves should be purposeful. We must ask ourselves - is tweezing beads from one tray to another really a purposeful activity? Not really. While there are MANY activities that we could come up with that "help the child develop her pincer grip," these don't really have a place on the Montessori practical life shelf. Before putting an activity on the shelf, ask yourself: "Would I do this in my day-to-day life? Is this necessary to maintain my classroom (or home) environment? Or is this simply busy work?" Such busy work that the child enjoys and which helps her concentrate would, however, be very appropriate to place on a toy shelf.
• Physically Proportioned
  
  Well-proportioned tools help the child to fine-tune his motor skills and perfect precise movements. The size, weight and design of the material should be taken into account before offering it to the child. It should be heavy enough to provide tactile feedback to the child about the success of his movements, but should not be unwieldy or awkward in his small hands. Michael Olaf and Montessori Services provide wonderful child-sized items.
• Breakable a.k.a. "Get rid of that sippy cup!
  
  The value of glass in the environment extends beyond its aesthetic qualities; if the child recognizes that a piece of material is breakable, she will show care in her movements. In addition, a glass pitcher weights more than its plastic counterpart, giving the child feedback on her actions. In the event of a breakage, the teacher acts very detached and impartial about the accident. She does not lecture: she simply states that it should be swept up. The teacher removes the broken material and its corresponding exercise from the shelf and waits for several days before replacing it. This gives the children an appreciation of and respect for the material, knowing that it cannot be immediately replaced.
• Attractive
  
  The material should be aesthetically pleasing, clean, and functional. Children are attracted tobeauty and order, and the teacher recognizes this and assures that all of the exercises and materials are ready for the children before the start of the day. (A word about plastic, here. Instead of filling your home or classroom with plastic trays, take a visit to your local thrift stores! Thrift stores, in fact, are the BEST place to look for trays. On one trip a while back, I was able to fill a large box with the most beautiful silver trays - each one original. The advantage of silver trays? You can now put out a silver polishing activity!)
• Color-Coded
  
  Color-coding the exercises to indicate level of difficulty helps the child to choose work independently. It also adds to the beauty and order of the environment. Do not sacrifice beauty for color, however. Like I said, a silver or brass tray is much more desirable than an orange plastic one.
• Orderly
  
  Order is found throughout the practical life exercises. The exercises are presented in order ofdifficulty and then displayed on the shelves in order of difficulty. The teacher places the more elementary exercises on the left of the shelf; the more challenging exercises are toward the right. The presentation of the exercises themselves remains consistent. The steps are clearlydemonstrated in sequential order. In an activity such as table washing, the teacher displays the necessary tools in the order in which they are needed, from left to right. This attention to order helps the child integrate and form connections between things in his environment.
• Limited
  
  The children are presented with enough activities so that their interest remains peaked. This does not necessitate an exceedingly large number of exercises - even less if you are homeschooling! First, the environment should only contain exercises that are pertinent to classroom life. The child would be overwhelmed if presented with too many choices. Giving them a tenable number of choices helps them become decisive and come to understand their own preferences. In addition, the child’s natural tendency is toward repetition; therefore it is beneficial to have a limited number of activities on the shelves. If given the opportunity to repeat an exercise, the child will acquire a level of mastery, and the consequent independence. Instead of placing everything out at once, consider rotating activities to maintain interest.

Only one type of each exercise is on the shelf. If a classmate has already chosen the shoe polishing exercise, the child will have to choose an alternative piece of work. It is an important and constructive lesson to learn that one’s first choice is not always available. The child begins to understand that the classroomcommunity shares its resources.