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 1-25 of 40 item(s)
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Work with the dressing frames is also proposed before 24-30 months, with a reduced number of lacings and smaller dimensions. The direct purpose of this activity is to learn to use the lacings and take care of oneself by refining the coordination of movements; it is an opportunity for psycho-motor refinement and hand-eye coordination. The indirect purposes...
Available
Work with the dressing frames is also proposed before 24-30 months, with a reduced number of lacings and smaller dimensions. The direct purpose of this activity is to learn to use the lacings and take care of oneself by refining the coordination of movements; it is an opportunity for psycho-motor refinement and hand-eye coordination. The indirect purposes...
Available
Work with the dressing frames is also proposed before 24-30 months, with a reduced number of lacings and smaller dimensions. The direct purpose of this activity is to learn to use the lacings and take care of oneself by refining the coordination of movements; it is an opportunity for psycho-motor refinement and hand-eye coordination. The indirect purposes...
Available
Work with the dressing frames is also proposed before 24-30 months, with a reduced number of lacings and smaller dimensions. The direct purpose of this activity is to learn to use the lacings and take care of oneself by refining the coordination of movements; it is an opportunity for psycho-motor refinement and hand-eye coordination. The indirect purposes...
Available
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.
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Natural wooden bowls are used in the environment for numerous activities; colored and painted, they can become part of sets of specific materials.
Available
The activity of cutting, proposed to children from 20-22 months onwards, is mainly aimed at learning how to care for the environment and the operation of cutting various materials with scissors. The indirect purpose of the work is to develop concentration and promote independence; it is an opportunity for sensorial and functional exploration of an...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
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...
Available
Children can start to work with the dressing frames from 24-30 months onwards (or even earlier with the simpler 0-3 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...
Available
The transport and work tray is present in the environment in various sizes and variable quantities. It can become an integral part of many materials offered to the child's free choice, of any type and at any age. The transport of objects (a tray with variable content) is also a work in itself proposed in the Montessori environment, with the aim of...
Available
The transport tray is present in the environment in various examples of various sizes. It can become an integral part of many materials offered to the child's free choice, of any type and at any age. The transport of objects (a tray with variable content) is also a work in itself proposed in the Montessori environment, with the aim of refining the child's...
