The Everyday Living area is a fundamental and crucial step in the child’s learning experience. It is the foundation of the Montessori method and is the building block of the other core subjects such as language, sensorial, writing and mathematics. During the child’s first year of learning in the Montessori environment, the teacher guides the child through various work activities, mimicking real life experiences. Children are instantly intrigued by the attractive materials thoughtfully displayed and their innate desire to master practical skills is heightened. The child-centered environment is created with the success of child in mind. All the materials, furniture, and tools are child size to aid them in completing tasks independently. Sweeping the floor, washing dishes, cutting apples, and buttoning their own shirts become badges of intrinsic accomplishment when a child can do it themselves.
Children enjoy interacting with familiar material they can identify and connect the purpose used to the real world. Between the ages of 3yrs. to 6yrs. old, children develop a sense of independence and order. They become fond of tiny objects, exploration, touch, and movement which are inclusive of the foundation of Everyday Living.
The direct aims and objectives of inviting children to learn using Everyday Life activities are to build confidence in themselves and to master challenges presented in the academic areas. Confidence is built through repetition of working with materials, gaining mastery in skills intended to be learned. The Montessori child matriculates through each academic area with confidence, providing assistance to younger students who are new to the environment. Coordination is developed while the child works with large and small motor activities. Concentration develops over time, while working in each area of Everyday Life. Independence births from the inner-spirit of the child, granting the ability to care for personal needs, the environment and to work independently in the academic areas. Order is taught as the child is guided through the Montessori work and performing ground rules for the learning environment. The Montessori materials are presented in sequence to assure the success and independence of the child. Work is always presented from left to right and from top to bottom. We begin with large materials and move to breakable ones as the children work towards mastering handling delicate, and smaller objects. Children use their hands before adding tools, then larger tools before smaller tools are introduced. The medium used in work (beans, rice, beads) are in sequence to very large, medium, and then very small. Dry activities are presented before wet, and short activities are introduced before long work.
Everyday Living consist of four main areas: physical skills, care of the person, care of the environment, also grace and courtesy. Within these activities the child learns how to follow a sequence of steps. The development of fine motor skills is the focus of the physical skills component of Everyday Living.
“Watching a child, makes it obvious that the development of his mind comes about through his movements.” Maria Montessori.
Pouring, twisting, threading, carrying a tray or mat, squeezing, etc., prepare children with skills needed as they advance through the other learning areas of the Montessori setting. Children learn how to hold a pencil properly, how to you stabilize objects with their subdominant, and read/write from left to write due to the order presented by the teacher while guiding the child through the work. The care of the person area includes work that will help the child take care of themselves.
Maria Montessori created some authentic material to support the Montessori curriculum, but the only material she designed for Everyday Living were the dressing frames. These frames included work for children to learn how to button, snap, tie, lace, and zip their clothing. The other work is brilliantly created by the teacher to present self-care skills. Washing a doll demonstrates how to wash their own bodies, or styling a wig allows the child to learn to groom their hair. Polishing shoes, folding laundry, and scrubbing their nails are some other skills independently performed by young children.
Care of the environment introduces the child in caring for and cleaning-up their surroundings. Children love to use a carpet sweeper, or broom and dust pan, wash dishes, watering plants and prepare the table for eating. Everyday Living includes children in the routines and procedures of maintaining their homes, they want to help. Maria Montessori said, “help the child do it themselves.” Children find freedom in completing task that usually need adult assistance, with only minimal guidance.
Grace and courtesy is also presented to the children during the Everyday Living learning while the intent is for them to use proper manners and practiced etiquette as a part of their everyday activity. Formal greetings, including hand shaking, use of proper voice levels, respecting others and materials, lessons including saying “please” and “thank you”, “excuse me” and getting someone’s attention without interrupting. Children also learn to demonstrate resolving conflict and finding their inner peace.
Nutrition and food preparation is incorporated in Everyday Living through use of various food prep tools and hands-on utensils children utilize for preparing nutritious snack. The teacher guides the children through lessons on table manners, cleanliness, and safety, as well as, personal nutrition and health. The teacher is the Montessori environment only guides the child through learning, and facilitates new opportunities daily for the child to discover and explore in a self-directed manner.
Montessorians believe the child’s execution of the Everyday Living work, is the premise for all future inner success gain academically and developmentally.
