Is it Practical Life?
From time to time – actually most days – I pause to reflect what it is I am doing in the environment that supports children in their development to become independent? I always return to thinking about Practical Life. What do we mean by it and how exactly does it help children’s development? After all shouldn’t we just let the children play? Now I have been hanging out with children under 3 for over two decades and there’s something I have observed, and I’m sure if you’ve been watching closely you have observed this too. Toddlers just want to do what we are doing! If I get out the broom in a room full of toddlers, sure as anything, there will be someone who wants a turn. If food preparation is an option I’m guaranteed to find an eager assistant and if I show a two year old how soap and water make bubbles before I know it clean hands and tables are all around the room.
The brilliance of Montessori education is that we have observed how children want to be involved in real life and then we have built a environment to make it possible. Tools are the right size for little hands and activities are simplified so success is achievable.
I have a friend who has not yet had an opportunity for Montessori training but works in a Montessori preschool - we spend a lot of time discussing Montessori theory – what I learned in my training, how it translates in the classroom (indoor and outdoor) and our observations. Our discussions are what I would call… robust, they benefit me enormously to not take anything I learned during training for granted, but to look deeper and think about how it benefits children – we consult the dictionary frequently to ensure we both understand some of the words we are using. We have frequently debated Practical Life and what it should look like – My friend doesn’t see the point of having activities in the class that involve transferring pompoms with tongs or rice with tweezers and I wholeheartedly agree.
Practical – of concerned with the actual doing or use of something rather than with theory and ideas.
Life – the condition that distinguishes animals and plants from inorganic matter including the capacity for growth, reproduction, functional activity and continual change proceeding death.
I feel confident in defining Practical life as “activities we do in order to grow and function.”
In the toddler environment this means our focus is on dressing and undressing, taking care of the body through hand washing, face washing and maybe tooth and hair brushing if you can do so hygienically, nose blowing and toilet learning.
We involve toddlers in food preparation – they can do it! Only a couple of years ago I was astonished to have a 22 month old child who could independently prepare a batch of muffins ready, for me to, only, put in the oven - because we modified a recipe to make it achievable and gave her the opportunity to practice. At meal times we set the table, the children feed themselves with spoons and forks, pour their own water from jugs and drink from cups. Flowers are arranged in vases for the tables to ensure our environment is beautiful as well as functional.
We involve toddlers in caring for the environment, sweeping, mopping, washing windows, scrubbing tables, washing dishes, hanging out laundry, gardening, – not because we want children to do all the work like Cinderella but because these activities provide opportunities for movement, collaboration, following a process and concentration. We teach language when we name the objects and actions and we provide meaningful ways for children to contribute to the community – their contributions acknowledged with a “thank you” build self-esteem and self-confidence – “I did it.”
Time and time again I have witnessed toddlers mastering their bodies, making their own choices, working independently and helping friends, being appreciated as an active contributing member of our community – “who made our muffins today?” and this fills me with a sense of purpose that it has been possible for me support this development.
Some Practical Tips
Have tiny jugs for children to pour their own water at meals – adults top up the jugs from a larger jug – there should only be mouthful of water initially, this provides many opportunities to practice through out each meal and if there is spillage – it’s only a mouthful of water.
Process cooking recipes can be modified to a group size recipe and remain very simple with only a few steps – adults should be on hand throughout the process for support.
It can be hard to find tools the right size for tiny hands – often the Japanese emporiums can be a treasure trove for things like small spray bottles, watering cans, tongs and vases – if you find something perfect buy as many as you can afford, it might not be there next time.
Remember if the experience is not something you would do yourself and repeat many times – please do not call it practical life – we are aiming for “real” activities in the toddler environment not just things to keep children busy.