The Three Stages of Presentation

Preparation The Directress first does those preparations which do not involve the child, they are to observe the needs of the child and notice that needs are suggesting that a certain presentation be given, she chooses which type and checks the materials availability and condition. Now the Directress invites the child, naming the activity with

Purpose of Exercises of Practical Life

Independence The infant’s independence is such hat she has already succeeded at being weaned, learnt to talk, walk and run, she knows what she needs to continue developing and if given the necessary freedoms and supports she will follow her ‘inner guide’ to greater physical and psychical independence.  Independence is granted to other animals instinctively

Presentation (Demonstration)

The Directress gives presentations of the materials as a response to an acute need which arises from the child’s Sensitive Periods and her Will to act, so the child gives her full attention, her Absorbent Mind ensures that she is able to pick up many details and having acted on her tendencies for repetition and

Introduction to The Exercises of Practical Life

When the infant enters the Prepared Environment of the Children’s House they do so with accomplishments in Communication, the Mathematical Mind, Sensorial Awareness and Co-ordination.  They are able to walk, talk, carry objects and care for themselves, they have absorbed many daily activities which take place in the home.  At two and a half the

Details of Exercises for Practical Life

The materials used in the Exercises for Practical Life have the following characteristics; They are familiar everyday objects, likely to be found in the home, the infant will have seen them being used and will be able to use them outside of the Children’s Home. They reflect the local culture and social environment, this helps

Adult Responsibilities

It is the responsibility of the Montessori adult to prepare, maintain and develop the materials in accordance with the child’s arising needs. The adult must remember that the child is working for her own intrinsic goals and is not goal-oriented. The adult’s aim is to establish a positive and constructive connection between the child and

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