Practical life
THE IMPORTANCE OF THE MOVEMENT FOR HEALTHY PSYCHIC DEVELOPMENT
Maria Montessori observed how movement, for the child, is a fundamental condition for his healthy and natural psychic development. In fact, through movement, in its interaction with the living environment, the child completes a cycle of fundamental conquests: from coordination, through the process of analyzing the movements necessary to carry out complex actions, he comes to acquire the self-control that opens to turn the path to conscious work. The cycle is repeated this way, leading the child to achieve ever-increasing levels of autonomy and skills development.
«To make muscular education penetrate into the very life of children, re-attaching it to everyday practical life, has been one of the main practical works of our method, which has fully introduced movement education into the unique and inseparable whole of education of infantile personality. "
(M. Montessori, The discovery of the child) The materials of practical life are very attractive for the child and the work on them develops - in addition to autonomy in everyday life - the ability to concentrate and oculo-manual coordination; he thus prepares, indirectly, for work with all subsequent development materials.
Showing 1-12 of 12 item(s)
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The braiding table can be proposed even to children under the age of three. As with other materials used by very small children. Braiding with the three strands helps to develop concentration and hand-eye coordination, as well as fine motory skills to prepare for writing.
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The child starts cutting from 20-22 months of age with the aim of learning how to take care of the environment and how to cut various materials with scissors. The important indirect goal is to develop the child’s concentration and independency and offer a functional and sensorial exploration of an everyday object. This activity refines the coordination of...
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Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
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Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simple frames). The direct goal of this activity is to learn how to use the different ways of fastening and to take care of oneself by improving the psycho- motor and eye-hand coordination. The indirect goals are also very important because working with...
Available
The child starts gluing from around 24 months of age with the aim of learning how to take care of the environment and how to glue different materials together. The important indirect goal is to develop the child’s concentration and independency and offer a functional and sensorial exploration of an everyday object. This activity refines the coordination...
