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Understanding Practical Life Series: Part 2June 18, 2008 by Miss Norma | No comments

The overall organization of the Practical Life area is crucial. The materials and manner in which they are placed is pivotal. The key is to create an ease of usage and access. Creating an inviting and engulfing environment will become the determining factor in whether or not the area is a place where the child will want to be. Colors that captivate attention and induce the child to stay, explore, and re-explore are to be used when designing the Practical Life area. A quote by Maria Montessori that captures the essence of this design concept goes as such: “Sometimes I use a word easily misunderstood; the teacher must be seductive, she must entice the children” (Montessori, 1967, 278). This quote epitomizes the importance of the teacher’s preparation and well thought out planning when the area is created. Creativity with respect to enticement can not be underestimated.

The materials selected to be the tools in the Practical Life environment should be just that: not toys. This is crucial and emphasizes the need for the active materials in the area to be tools that facilitate learning and logical thinking within order. The simple layout of these learning instruments from left to right is a key factor. A particular learning tool that I have admired and witnessed the children using with exceptional dexterity have been tweezers. On the surface those unfamiliar with the Montessori Method would most likely be perplexed with the use of tweezers by young children. But upon further review one can see the assurance and skilled nature in which the child performs with this traditionally adult utensil. They are especially proud of themselves while picking up objects with utter preciseness, obviously refining the developing motor functions.

The tweezers activity consists of: a container with small objects (ex. Beads, beans, etc.), tweezers, and a soap saver with several small suction cups. It is an extension of the tongs. The order in which this work would be presented is:

1. Begin activity in accepted manner.
2. Place the tray so the container is on the left.
3. Grasp the tweezers and hold them in a vertical position with dominant forefinger and thumb.
4. Using the tweezers reach for the container and pick up one bead.
5. Place this bead on the top left most suction cup of the soap saver.
6. Continue in this manner until all the suction cups are filled. Make sure to place beads left to right and top to bottom.
7. Return beads in the same manner (one at a time, left to right and top to bottom). If the child’s hands are too tired he can return the bead with his fingers.
8. Return materials to the shelf in the accepted manner.

While it cannot be doubted that the Practical Life area gives birth to the young child’s stereognistic sense the social development quality of the area should be respected as well. The vocal and even visual lesson and interactions that take place in the Practical Life area are prime cultivators of social order. The rules of interaction and cooperation through open communication are being learned, also refined. The children exploit the benefits of mimicking. They observe efficient methods of task completion and also witness those that are not successful. Both visual cues contribute equally to development in this phase.