Practical Life Album (With Pictures)

Sommaire
I. What is practical life? ..................................................................................................................3

II. What are the objectives of practical life?.....................................................................................3
III. What are the characteristics of practical life? ..........................................................................3
IV. Technical sheets ......................................................................................................................4
A. Care of the environment ..........................................................................................................4
1. Carrying a chair....................................................................................................................4
2. Carrying a table ...................................................................................................................4
3. Sitting down and arranging a chair under the table ..............................................................5
4. Carrying a tray, a basket, a fragile object .............................................................................6
5. Walking and moving ............................................................................................................7
6. Opening and closing a door .................................................................................................8
7. Open and close a window, a drawer (to be determined) ......................................................9
8. Unrolling/ rolling a Mat .......................................................................................................9
9. Squeezing a sponge ........................................................................................................... 10
10. Screw and unscrew a bolt .............................................................................................. 11
11. Unlocking and locking padlocks...................................................................................... 12
12. Opening up and closing Clothes pegs ............................................................................. 13
13. Opening and closing bottles ........................................................................................... 15
14. Opening and closing Jars (same as bottles) .................................................................... 16
15. Folding and unfolding a cloth ......................................................................................... 16
16. Folding paper................................................................................................................. 17
17. Cutting paper................................................................................................................. 18
18. Gluing paper (check with colleagues) ............................................................................. 19
19. Pouring beans ................................................................................................................ 20
20. Pouring rice (from one identical jug to another) ............................................................. 21
21. Pouring water (from one pitcher to another) ................................................................. 22
22. Pouring water from a jug into two glasses...................................................................... 23
23. Dusting .......................................................................................................................... 24
24. Sweeping ....................................................................................................................... 25
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25. Brushing a carpet ........................................................................................................... 26
26. Washing a table ............................................................................................................. 27
27. Cleaning a mirror ........................................................................................................... 28
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28. Washing cloths .............................................................................................................. 29
29. Changing vase water ...................................................................................................... 31
30. Taking care of flowers .................................................................................................... 32
B. Care of the person ................................................................................................................. 33
1. Dressing frame: Snap buttons ............................................................................................ 33
2. Dressing frame: zipper ....................................................................................................... 35
3. Dressing frame: buttons (large and small) .......................................................................... 36
4. Dressing frame: hook and eye............................................................................................ 37
5. Dressing frame: buckling.................................................................................................... 38
6. Dressing frame: bow tying ................................................................................................. 39
7. Dressing frame: lacing ....................................................................................................... 40
8. Sewing............................................................................................................................... 41
9. Hand washing .................................................................................................................... 42
C. Grace and courtesy ............................................................................................................... 44
1. Characteristics of Grace and Courtesy activities: ................................................................ 44
2. Examples of Grace and Courtesy activities: ........................................................................ 44
D. Control of movement ............................................................................................................ 45
1. Walking on the line and collective games........................................................................... 45
2. Silence game ..................................................................................................................... 45
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Practical Life activities
Album of technical sheets
I. What is practical life?

Practical: relating to experience, real situations, or actions rather than ideas or
imagination.
Life: The period between birth and death, or the experience or state of being alive.
(Retrieved from Cambridge online dictionary)
Practical life activities are a fundamental part of any Montessori environment.

Practical Life activities are the activities of everyday life. The child absorbs these
activities within the environment and obtains knowledge through the real experience
of how to acquire life skills in a purposeful way.
II. What are the objectives of practical life?

The direct objective of Practical Life activities are teaching the child how to be
independent and responsible for themselves and their environment, by completing a
work cycle, concentrating all the while.
The indirect objective of these activities is to help develop control of movement and
hand-eye coordination that set up the basis for writing and cognitive skills.
III. What are the characteristics of practical life?

It is of utmost importance that all of the materials are:
 Real: breakable and functional

 Adapted to the child’s height and size
 Ordered: colour coded, based on difficulties, complete and ready to use, one
set of materials for each activity. This helps the child's human tendency and
sensitive period for order and it is this external order that helps the child to
internalise order.
 Cultural: familiar and related to the child’s time and culture.
 Safe: safety is a priority.
 Attractive: aesthetically pleasing tools made of natural materials.
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IV. Technical sheets
A. Care of the environment
1. Carrying a chair
Material: a chair
Age: 2 1/2 - 3 1/2
Presentation:
The presentation may be individual or collective.
1-The right hand takes the middle of the back of the chair.
2-The left hand takes the middle of the seat of the chair.
3- Lift the chair.
4-Move and put the chair in two times.
5-Lay both rear legs and then both front legs quietly.
6- Sit on the chair.
7- Invite the child to do it.
Direct goals: Offer the child the opportunity to carry his chair in an orderly,
harmonious and autonomous way.
Indirect goals: Adaptation to the environment, psychomotrice coordination,

concentration, refinement of gestures.
Points of Interests:
Do the activity without noise.
All four of the legs are pointing to the ground when the chair is lifted.
2. Carrying a table
Material: a table
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Age: 2 1/2 onwards
Presentation:
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1- The right hand takes the middle of the right side of the table.
2- The left hand takes the middle of the left side of the table.
3- Lift perpendicularly.
4- Lay the table in two steps.
5- Lay both exterior legs and then both interior legs, gently and quietly.
Direct goals: Offer the child the opportunity to carry his table in an orderly,

Points of Interests
All four of the legs are pointing to the ground when the table is lifted.
3. Sitting down and arranging a chair under the table
Material: a table and a chair
Age: 2 1/2 onwards
Presentation:
*Sitting down
1-Place two hands on each side of the back of the chair, pull up and lift the chair.
2-Lay the front legs than the back legs quietly, sit down.
*Getting up
1- Wrap your four right fingers around the right side of the base of the seat.
2- Wrap your four left fingers around the left side of the base of the seat.
3- Lean slightly forwards and with the help of your arms, push yourself into standing
position.
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*Arranging the chair under the table
1-Place two hands on each side of the back of the chair, pull up and lift the chair.
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2- Place the chair under the table.
3-Lay the front legs then the back legs quietly, sit down.
Direct goals: Offer the child the opportunity to arrange his table and chair in an
orderly, harmonious and autonomous way.

4. Carrying a tray, a basket, a fragile object

Material: a table, a tray, a basket, and a jar
Age: 2 1/2 onwards
Presentation:
*a tray
1- Place your right thumb (than left thumb) over the lip on the right (than on the left)
of the tray in the middle.
2- Wrap your four right (than left) fingers under the lip of the tray.
3- Lift straight up with both hands until the tray is at the level of your lower stomach.
4- Walk carefully around a designated space, and come back to the spot of the
demonstration (The table).
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5- Quietly lower both of the corners nearest to your body onto the table.
6- Place the tray on the table, and remove both your hands simultaneously.
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*a basket
1- Place your right thumb over the lip on the right of the basket, and wrap your four
right fingers under the lip of the basket.
2- Place you left hand (palm) under the base of the basket, and hold it firmly.
3- Lift straight up with both hands until the basket is at the level of your lower
stomach.
4- Walk carefully around a designated space, and come back to the spot of the
demonstration (The table).
5- Quietly lower the basket nearest to your body onto the table.
6- Place the basket on the table, and remove your left hand then your right.
*A fragile object: a jar
1- Wrap your four right fingers around the handle of the jug.
2- Place your right thumb on the top of the handle.
3- Cup your left hand around the bottom part of the jug under the spout of the jug, and
slowly pick up the jug.
4- Bring jug near to your body so that it is about at stomach level.
5- Walk carefully around a designated space, and come back to the table.
6- Slowly lower the jug towards the table, and put it down.
7- Undo your grasp.
8- Lift your right thumb off the top of the handle, and remove your four right fingers
from around the handle.
Direct goals: Offer the child the opportunity to carry and place objects orderly,

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5. Walking and moving
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Material: ambiance
Age: As soon as the child arrives at the children's home.
Presentation: Collective with 3 or 4 children.
1- Invite the older children to introduce to the younger children, how to walk in the
ambiance; without making noise, and without disturbing the other children.
2-Then invite the children to do the same thing.
3-One can also propose to move with an object from one point to another.
Direct goals: Offer the child the opportunity to move and walk in an orderly,

Move while walking slowly, calmly, without making any noise.
6. Opening and closing a door

Material: a door
Age: 2 1/2 onwards
Presentation:
*Opening
1- Wrap your four right fingers around the door handle.
2- Place your right thumb on the top of the door handle near the pivoting point of the
handle.
3- Rotate your right hand clockwise.
4- Push the door handle with control so that the door opens away from you.
5- Take one step closer to the opened door.
6- Rotate your hand up, and release the handle gently.
7- Walk through the open door until you are on the other side of the door. 8
*closing
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1- Wrap your four right fingers around the handle.
2- Place your right thumb on the pivoting point.
3- Rotate your right hand down clockwise.
4- As your step back with your right leg first, pull the door back with you.
5- Shut the door.
6- Rotate your right hand up, and release the handle gently.
Direct goals: Offer the child the opportunity to open and close a door in an orderly,

concentration, refinement of gestures and social development.
7. Open and close a window, a drawer (to be determined)
8. Unrolling/ rolling a Mat

Material: a mat
Age: 2 1/2 onwards
Presentation:
Take out the carpet from its holder, carry it by both hands from its middle and then put
it on the ground.
*unroll 9
1- Crouch down, grasp the carpet at each end and lay it flat on the floor.
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2- Put one hand at each end and unroll the mat by making each hand work
independently.
3- Work with the thumbs on the mat and the other fingers inside the roll.
*roll
1- Take the top edge of the mat and bring it back to the bottom edge (fold it in half on
the flap side, then roll the mat slowly while working with both hands.
2- When it is rolled, straighten it up and put it upright.
3- Take the carpet and bring it back in its holder.
Direct goals: Offer the child the opportunity to unroll and roll a mat in an orderly,

Points of Interests: The carpet stands up.
9. Squeezing a sponge
Material: A tray on which are two identical bowls, the one on the right contains a
sponge.
A towel.
Bucket.
The colour of the tray, the towel and the bucket is identical.
Age: 2 1/2 onwards
Presentation: 10
1- Invite the child to pick up the material on the shelf and place it on the table.
2- Place the bucket on the ground.
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3- Present the objects of the tray to the child.
4- Take the sponge out of the bowl and place it on the tray.
5- Take the right bowl and fill it with water.
6- Take the sponge with both hands and place it in the bowl filled with water.
7- Grasp the sponge with both hands and squeeze it over the left bowl .
8- Repeat until the right bowl is empty.
9- Empty the water in the bucket.
10- Clean and store empty equipment.
11- Empty the bucket and put it on the shelf.
12- Tell the child that he can do it as much as he wants, and whenever he wishes.
Direct goals: Offer the child the opportunity to squeeze a sponge in an orderly,

10. Screw and unscrew a bolt

Material: A tray, a box in which are bolts of different sizes. A bolt consists of a screw
and the nut that fits.
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Age: 2 1/2 onwards
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Presentation:
1- Invite the child to bring the material from the shelf and place it on the table.
2- Present the material to him by naming it.
3- Take the screw in your left hand and then the bolt in your right hand.
4- Screw the bolt from the outside to the inside.
5- Unscrew the bolt from the inside to the outside.
6- Put the bolt and screw on the table.
7- Store away the equipment.
Direct goals: Offer the child the opportunity to screw and unscrew a bolt in an

concentration, refinement and precision of gestures.
The bolt.
11. Unlocking and locking padlocks

Material: One basket and three sets of different sized padlocks with separate keys.
Age: 2 1/2 onwards
Presentation:
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1- Invite the child to pick up the material on the shelf and place it on the table. Present
the material.
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2- With right hand, remove padlocks (individually) from the basket and arrange in
order of size from left to right horizontally across the table.
3- With a right hand pincer grip, grasp the keys (individually) and place in front of
respective padlock.
*to lock
4- Using left-hand pincer grip, pick up padlock and turn it so that the child can see the
keyhole.
5- Depress padlock arm so that it clicks into locking position.
6- With your right hand, pick up corresponding key in a pincer grip and gently slide
into keyhole.
7- Turn key clockwise until it clicks.
8- Return the padlock to its place on table.
9- Do the same with other padlocks.
*to unlock
1- Using left-hand pincer grip, pick up padlock.
2- With your right index finger and thumb turn key clockwise until it clicks.
3- Open padlock arm slightly and return to position on the table to show it is unlocked.
4- Continue to do the same with other padlocks
5- With right-hand pincer grip, moving from left to right, pick up keys and return to
the basket and place the basket.
6- Invite the child to have a turn.
Direct goals: Offer the child the opportunity to unlock and lock padlocks in an

Points of Interests: Padlocks, key, the click sound when opening and closing
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12. Opening up and closing Clothes pegs
Material: a tray, a basket filled with clothes pegs (small and easy to use).
A piece of rigid plastic

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Age: 2 1/2 onwards
Presentation:
3- Take out the clothes pegs one by one from the basket and place them on the table,
then take out the piece of plastic.
4- Take the piece of plastic in the left hand and then with the right hand take with the
index finger and the thumb a clothes peg.
5- Direct it towards the upper edge of the support, press to open it, advance it, position
it on the support, release to fix it to the support.
5- Reproduce the same gestures with the other clothes pegs by hanging them next to
each other on the support.
6- Detach the clothes pegs one by one. Grasp the pegs with your thumb and forefinger,
press to open it, detach it from the stand, release it, place it on the table.
7- Repeat the same gestures with all the clothes pegs and align them on the table.
8- Lay the plastic stand on the table beside the clothes pegs.
Direct goals: Offer the child the opportunity to use clothes pegs in an orderly,
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Points of Interests: The mechanism of the clothes pigs.
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13. Opening and closing bottles
Material: A tray or box containing bottles with variant opening mechanism. Selection
of 4 different types of bottles with different tops.
Age: 3 onwards
Presentation:
3- Takes out all the bottles, one at a time, placing them in a row on the cloth.
4- Starting from left to right, hold the bottle with the non-dominant hand.
5- Bring the bottle very near and right in front of the child, slowly open the closure of
the bottle.
6- Place the closure in front of the bottle on the felt cloth.
7- Continue doing the same for the others.
8- When finished opening, then start closing the bottles again, starting from left to
right again.
Direct goals: Offer the child the opportunity to open and close bottles in an orderly,

Points of Interests: When closing, the top will not fit if the wrong one is chosen. 15
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14. Opening and closing Jars (same as bottles)
15. Folding and unfolding a cloth

Material: A container containing:
Four cloth squares:
- Cloth 1: line sewn on the median
- Cloth 2: double media
- Cloth 3: line sewn on the diagonal
- Cloth 4: line sewn double diagonal
Age: 3 onwards
Presentation:
*Cloth 1
3- Lay out the four cloths across the bottom of the work-space in the order shown.
4- Trace the line in the first cloth from left to right with the first two fingers of the
dominant hand.
5- Hold each of the top two corners of the cloth and bring them down to match up with
the bottom two corners.
6- Smooth the crease.
7- Repeat same gestures with cloth 2 and 3.

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8- Offer the child the opportunity to fold the 4th fabric.
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9- Once the child has successfully folded and unfolded the cloth, tell him to place it at
the top left of his table next to the other cloths.
10- Replace all the cloths back on the tray orderly.
Direct goals: Offer the child the opportunity to fold a fabric in an orderly, harmonious
and autonomous way.

concentration, refinement and precision of gestures. Preparation for geometry,
fractions, equivalences.
Points of Interests: The line sewed on the fabric. The fold should be on this line.
16. Folding paper

Material:
An empty basket.
A medium containing series of square format papers, 14cm x 14cm.
Series 1: A square with a red centre line (recto-verso), which divides the square into 2
rectangles.
Series 2: A square with a 2 red centre lines (recto-verso), which divides the square into
4 small squares.
Series 3: A square with a red diagonal line (recto-verso), which divides the square into
two rectangle triangles.
Series 4: A square with a 2 red diagonal lines (recto-verso), which divides the square
into 4 small rectangle triangles.
Series 5: A square with a red dot in the centre.
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Age: 3 onwards
Presentation:
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*Same steps as folding the fabric.
Direct goals: Offer the child the opportunity to fold paper in an orderly, harmonious
and autonomous way.

concentration, refinement and precision of gestures. Preparation for geometry,
fractions, equivalences.
Points of Interests: The line printed on the paper. The fold should be on this line.
17. Cutting paper

Material: A tray or basket with a pair of scissors, and a box with a series of strips of
different sizes.
Age: 3 onwards
Presentation:
3- Place in the basket several sheets of the same series.
4- Hold the scissors with the thumb, index and middle finger on the handle of the
scissors.
5- Open the scissors by opening up the hand, letting the thumb and the index fingers
go apart.
6- Close the scissors by closing the hand, bringing the fingers to form a fist.
7-Strip of paper in the left hand, place it between the opened scissors and then snip
right through the paper by closing the scissors (Cut above the tray). 18
8-Allow the child to try snipping pieces of paper.
9-Throw away the cut paper in a recycling paper bin.

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Direct goals: Offer the child the opportunity to cut paper in an orderly, harmonious
and autonomous way.

The red lines and the scissors.
18. Gluing paper (check with colleagues)

Material: tray, glue mat, white glue, glue brush, small cup, a box with shapes of
paper, towel.
Age: 2 1/2 onwards
Presentation:
3-Set out the glue mat and place the page that you will be gluing things onto on the
mat.
4-Squeeze a small amount of glue onto the small cup.
5-Show the child how to use the gluing brush (with a three fingers grip) to take a small
amount of glue and dab it onto the corners of the piece of paper that s/he wants to glue
onto the page. 19
6-Turn the paper around and press the corners onto the page.
7-Wipe and dry glue mat and brush before putting it away.
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8-Tell the child that he can do it as much as he wants, and whenever he wishes.
Direct goals: Offer the child the opportunity to glue paper in an orderly, harmonious
and autonomous way.

19. Pouring beans

Material: A tray on which are two identical bowls and a spoon.
The right bowl is filled with beans.
Age: 2 1/2 onwards
Presentation:
3- Take the spoon in your right hand with the three fingers.
4-Dip the spoon in the bowl on the right and fill it with beans.
5-Lift the spoon and stabilize it above the bowl.
6-Direct the spoon over the left bowl and pour the beans.
7-Repeat the same procedure until the right bowl is empty. 20
8- Repeat with the left hand when the left cup is full.
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Direct goals: Offer the child the opportunity in an orderly, harmonious and
autonomous way.

Points of Interests: sound of spillage, spilled beans.
20. Pouring rice (from one identical jug to another)

Material: a tray, 2 identical jugs: one is empty, the other contains rice.
Age: 2 1/2 onwards
Presentation:
3- Hold the handle of the jug by grasping the handle between the thumb and the index
finger.
4- Start by pouring from right to left.
5- Tilt the jug.
6- Support the jug by placing the index and middle fingers of the other hand just below
the spout of the jug.
7- Make sure that the tip of the spout is not touching the other jug, which is placed on
the tray.
8-Pour the rice into the other jug slowly. 21
9- Repeat the exercise by pouring the rice back (This time from left to right).
10- Pick up the spilled rice.
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Direct goals: Offer the child the opportunity to pour rice from one pitcher to the other
in an orderly, harmonious and autonomous way.

Points of Interests: Sound of spillage, spilled rice.
21. Pouring water (from one pitcher to another)

Material: A tray on which we find two identical pitchers, a sponge, a bucket.
Age: 3 onwards
Presentation:
3- Hold the handle of the jug by grasping the handle between the thumb and the index
finger of your right hand.
4- Tilt the jug.
5- Support the jug by placing the index and middle fingers of the other hand just below
the spout of the jug.
6- Make sure that the tip of the spout is not touching the other jug placed on the tray.
7- Pour the water into the other jug. 22
8- Then pour back the water from the second jug back into the first jug,handling the
jug by grasping the handle between the thumb 9- and the index finger of your left
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hand, and supporting it by placing the index and middle fingers of the other hand just
below the spout f the jug.
10- Use the sponge to dry the spilled water, and squeeze it in the bucket.
11- Empty the bucket in the sink, and put away the equipment.
Direct goals: Offer the child the opportunity to pour water from one pitcher to another
in an orderly, harmonious and autonomous way.

Points of Interests: Sound of spillage.
22. Pouring water from a jug into two glasses

Material: A tray, one large jug, two identical glasses on which a red line id drown, a
sponge, a bucket.
Age: 3 onwards
Presentation:
3- Place the two glasses on the table next to each other.
4- Take the pitcher and pour the water in both glasses until the red line.
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5- Put the pitcher on the tray.
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6-Empty the glasses in the bucket, one by one, wiping the table with the sponge,
squeeze the sponge in the bucket, and empty the bucket in the sink.
Direct goals: Offer the child the opportunity to pour water from one jug into two
glasses in an orderly, harmonious and autonomous way.

Points of Interests: Sound of spillage, the red line.
23. Dusting
Material: a feather duster (check)
Age: 3 years onwards
Presentation:
3- Take the feather duster with three fingers of the right hand and dust with small slow
gestures of left and right.
4- Shake it to clean it.
5- Store the feather duster away away.
Direct goals: Offer the child the opportunity to dust mopping in an orderly,

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Points of Interests: The dust.
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24. Sweeping
Material: A cup and a chalk, a broom, a dustpan and brush.
Age: 3 onwards
Presentation:
3- Draw a circle on the floor.
4- Take the broom. Show the child how to hold the broom with both hands on the
handle.
5- Sweep the litter back into the circle without taking the broom off the ground.
6- Clean the broom and lay it down.
7- Grab the dustpan and the brush to collect the litter, and dispose it in the trash bin.
8- Explain to the children that they could always make use of them, whenever
necessary.
Direct goals: Offer the child the opportunity to sweep the floor in an orderly,

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The cleanliness of the ambiance and the circle drawn.
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25. Brushing a carpet
Material: a mat, a broom, a dustpan and brush.
Age: 3 onwards
Presentation:
3-Take a mat and unroll it.
4- Take the brush. Show the child how to hold the brush with one hand and a full grip.
5- Brush from left to right and from top to bottom.
, and dispose it in the trash bin.
6-Using the dustpan and the brush to collect the residue sweep the floor on the right
side of the carpet and empty the residue in the trash bin.
7- Roll the carpet and store it.
8- Store the rest of the equipment.
9- Explain to the children that they could always make use of them, whenever
necessary.
Direct goals: Offer the child the opportunity to brush a carpet in an orderly,

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Points of Interests: The carpet changes colour.
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26. Washing a table
Material: A table, a tray on which there is an empty jug, a plastic bowl, a soap dish
with a soap, a brush, a sponge, 2 towels, a bucket, an apron.
Age: 3 onwards
Presentation:
3- Put the tray on a chair next to the table.
4-Fill the jug with water
5-Pour the water into the plastic bowl.
6-Take the brush and put some soap on it.
7- Clean the table from left to right and from top to bottom in circular motions.
8- Rinse the brush.
9-Take the sponge and rinse the table from left to right and from top to bottom.
10- Dry the table with the towel.
11-Clean the sponge and empty the plastic bowl in the bucket, then empty the bucket
in the basin.
12- Put the material on the tray. 27
13-Wipe hands and store equipment.
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Direct goals: Offer the child the opportunity to wash a table in an orderly, harmonious
and autonomous way.

Points of Interests: Seeing the foam forming on the surface of the table and then
seeing them come off with the sponge.
27. Cleaning a mirror

Material: A tray on which; a bottle very little filled with cleaning product, a small cup
with a cotton, a wooden stick, a dust cloth, a blue sponge, a blue plastic set and a
mirror.
Age: 3 onwards
Presentation:
3- Place the mirror on the set.
4- Open the bottle of the cleaning product and pour the product into the cup.
5- Take the cotton and the stick to make a cotton swab.
6- Dip the cotton into the product and clean the object from left to right starting from
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the top.
7- Place the stick on the cup.
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8- Take the cloth, fold it and rub the mirror.
9- Once clean, clean the material starting with the cup.
10- Discard the cotton, put the cloth in the laundry bin.
11- Put a cotton pad and a clean cloth on the tray.
12- Store the material on the shelf.
13- Wash your hands.
Direct goals: Offer the child the opportunity to clean the mirror in an orderly,

Points of Interests: The reflexion in the mirror.
28. Washing cloths

Material: A washing board with a place to put a sponge and soap.
A bowl, placed next the feet of the washing board.
A small bowl with a towel placed under the inclined board.
A blue bucket.
A blue apron.
A dirty laundry basket (in the ambiance)
A dryer to extend the laundry.
A basket with clothes pegs.
A towel.
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Age: 2 1/2 onwards
Presentation:
3- Fill the bowl with some water.
4- Take a dirty cloth and wet it by plunging it into the bowl and put it on the board.
5- Take the soap and pass it on the cloth.
6- Wash the fabric by rubbing angle by angle.
7- Dip the laundry in the basin to rinse it.
8- Once rinsed, take it out of the water and hang the laundry on the dryer.
9- Take the sponge and clean the board.
10- Rinse the sponge and drain the water from the basin.
11- Wipe your hands.
12- Clean and store equipment.
Direct goals: Offer the child the opportunity to wash cloths in an orderly, harmonious
and autonomous way.

concentration, refinement and precision of gestures. 30
Points of Interests: Foam.
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29. Changing vase water
Material: A tray on which: a large empty carafe, a ramekin, a bottle brush, a pair of
scissors, a green sponge, a green towel.
A green bucket.
Vases from the atmosphere.
Age: 3 onwards
Presentation:
3- Take the material out of the tray on the table in the order of use.
4- Place the flowers on the tray, one by one.
5- Empty the water from the vase into the bucket.
6- Put some water in the vase.
7- Take the brush, plunge it into the vase and clean.
8- Empty the water in the bucket.
9- Fill the vase with water.

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10- Place the ramekin, scissors and vase on the set.
11- Put some water in the ramekin.
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12- Take a flower, dip the stem into the water of the ramekin and cut a small piece of
the stem in the water, then put it back in the vase.
13- Do this for each flower.
14- Once all the flowers are in the vase, remove the pieces of stems that are in the
ramekin and put them on the set.
15- Empty ramekin water into the bucket.
16- Put the pieces of stem in the ramekin and throw them in the trash.
17- Clean and store the equipment in order.
18- Empty water from the bucket.
19- Store the equipment.
Direct goals: Offer the child the opportunity to change the water of the flowers in

Points of Interests: Flowers and air bubbles.
30. Taking care of flowers

Material: A green tray on which are a spray bottle, a small bowl with a square sponge,
a small spade, a small rake, a pair of scissors, a watering can, a green round sponge, a
green set, a green towel, a green apron .
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Age: 3 onwards
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Presentation:
3- Take a plant from the ambiance.
4- Put the plant on the set.
5- Spray the leaves and clean them with the square sponge.
6- Check the condition of the leaves. Cut them if they are damaged or faded.
7- Stir the earth with the shovel to air it.
8- Check if the plant needs water.
9- Put back the plants in its place.
10- Clean the set and equipment.
11- Store the equipment.
12-Put a landmark that means we took care of the plant.
Direct goals: Offer the child the opportunity to take care of flowers in an orderly,

B. Care of the person
1. Dressing frame: Snap buttons
Material: one snap frame.
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Age: 3 onwards
Presentation:
*Unsnapping
1- Place your left index and middle fingers flat to the left of the first snap on the left
flap of the material.
2- Pinch the right flap next to the button with your right thumb and right index finger.
3- Slightly open the flap to show the child the unsnapped snap.
4- Repeat these opening movements until all the snaps are opened (working your way
from the top to the bottom).
5- Open the right flap fully and then the left
6- Close the flaps starting with the left flap and then the right.
*Snapping
7- Place your left index and middle fingers flat next to the top snap.
8- Pinch the right flap so that your right index finger is on the top snap and your right
thumb is wrapped around the material and 9- below the under part of the snap.
10- Carefully place the top of the snap on top of the point part of the snap.
11- Press down on the snap with your right index finger.
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12- Repeat movements of closing the snap.
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Direct goals: Offer the child the opportunity to snap and unsnap buttons in an orderly,

The click sound of the snap.
2. Dressing frame: zipper

Material: One zipper frame.
Age: 3 onwards
Presentation:
* unzip.
3- Place the left hand on the left side of the flap.
4- Pull the zip head down with the thumb and index finger of the right hand right to the
end.
* zip up.
5- Place the left hand right at the bottom of the zip, holding both the flaps down.
6- Pull the zip head with the thumb and index finger of the right hand all the way up.
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Direct goals: Offer the child the opportunity to unzip and zip up a zipper in an
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Points of Interests: The sound of the zipper.
3. Dressing frame: buttons (large and small)

Material: One large and one small button frame
Age: 3 onwards
Presentation:
*undo the buttons.
3- Starting from the top, hold the edge of the buttonhole with the left hand's thumb and
index finger.
4- Tilt and push the button through the buttonhole half way through.
5- Repeat for all the buttons.
6- Starting from the top, push each button out of its buttonhole completely.
7- Fold back the two flaps so as to clearly demonstrate to the child that the function of
the buttons is to hold two pieces of cloth together.
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8- Bring the flaps back together again, starting from the top.
*Button up the buttons.
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7- Hold the button with the left hand's thumb and index finger.
9- Hold the buttonhole edge with the right hand's thumb and index finger, opening the
buttonhole gap.
10- Tilt and slip the button through the buttonhole from the bottom till the button
emerges to the top.
11- Repeat for all the rest of the buttons.
Direct goals: Offer the child the opportunity to button up buttons in an orderly,

Points of Interests: The button that appears and disappears.
4. Dressing frame: hook and eye

Material: Hook and eye dressing frame.
Age: 3 onwards
Presentation:
*Undone the hook and eye
3- Hold the eye with the left hand's thumb and index finger.
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4- Pull the hook out of the eye with the right hand's thumb and index finger.
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5- Once you undone all the hooks and eyes, fold back the two flaps so as to clearly
demonstrate to the child that the function of the hooks and eyes is to hold two pieces
of cloth together.
*Hooking
6- Bring the flaps back together again, starting from the top, shows the child how hook
up the hooks and eyes.
7- Hold the eye with the left hand's thumb and index finger.
8- Insert the hook into the eye with the right hand's thumb and index finger.
Direct goals: Offer the child the opportunity to hook and unhook buttons in an

Points of Interests: The hook and eye buttons.
5. Dressing frame: buckling

Material: a buckle frame.
Age: 3 onwards
Presentation:

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*unbuckling
3- Starting from the top, hold the buckle ring with the right hand's thumb and index
finger. Pull the leather strap out of the ring with the left hand's thumb and index finger.
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4- When completed the above, starting from the top again, take the pin out of the
leather strap pinhole. Hold the pin with the right hand and pull the leather strap with
the left hand out of the pin.
5- Start from the top again; pull the leather strap out of the buckle with the left hand.
Hold the buckle steady with the right hand.
*Buckle up
6- Starting from the top, hold the buckle steady with the right hand, insert by pushing
the leather strap into the buckle with the left hand.
7- Starting from the top, pull the strap with the left hand and aiming the pinhole into
the pin. Insert the pin into the pinhole with the right hand.
8- Starting from the top again, insert the leather strap into the ring. Hold the ring with
the right hand and insert the leather strap into the ring with the left hand.
Direct goals: Offer the child the opportunity to buckle and unbuckle buttons in an

Points of Interests: The buckle.
6. Dressing frame: bow tying

Material: A boy tying frame.
Age: 3 onwards
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Presentation:
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*Untie the bows
3- Starting from the top, tug the loose ends of the bow to loosen the bows and pulls the
sash, laying it out straight at the side on the table.
4- Put the entire white sash lying them straight on the right side of the frame and the
entire red sash on the left side of the frame.
5- Starting from the top, release the knots by pulling the white sash with the left hand
and the blue sash with the right hand.
6- Separate them.
7- Lay the sashes straight at the sides of the frames.
*tie up the bows
8- Starting from the top. Make a knot for the sashes.
9- Place all the red sashes overlapping it to the left and all the blue sashes overlapping
it to the right.
Direct goals: Offer the child the opportunity to bow tying in an orderly, harmonious
and autonomous way.

Points of Interests: The bows.
7. Dressing frame: lacing

Material: One lacing frame.
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Age: 3 onwards
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Presentation:
3- Untie the knot.
4- Pull lace out from each hole, one by one, starting from the bottom.
5- Starting from the top, insert the shoelace into the first hole on the right side of the
flap, through the first hole on the opposite side of the flap.
6- Make sure the shoelace is at equal length at both sides of the shoe by holding the
shoelaces end up straight.
7- Adjust the position to make sure the ends meet.
8- Starting from the right, insert the shoelace through the bottom of the second hole on
the left side of the frame.
9- Then on the left, insert the shoelace through the bottom of the second hole on the
right side of the frame.
10- Continue doing this, alternating between right and left, till the end.
11- Tie a bow.
Direct goals: Offer the child the opportunity to untie and tie a shoelace in an orderly,

Points of Interests: Pass the lace up and down.
8. Sewing
Material: A sewing box in which there is a big canvas, a needle with thread threaded,
a pair of sewing scissors, a small cup with a thimble.
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Age: 3 onwards
Presentation:
3- Put the thimble on the middle finger.
4- Take the needle with the thread, insert it over the weft and pull it out from
underneath, pushing the needle with the thimble.
5- Make this manipulation to the end of the frame.
6- Take the scissors, cut the thread and tie a knot.
7- Replace the material, put duplicate thread in the needle and take a new canvas.
8- Store the material in the box and then on the shelf.
Direct goals: Offer the child the opportunity to sew in an orderly, harmonious and
autonomous way.

Points of Interests: The red thread.
9. Hand washing
Material: An apron, towel, a plastic set, a bowl and a jug, a soap dish with a soap, a 42
saucer with a nail brush, a tray with a jar of cream and a sponge and a bucket. (Colour
coded).
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Age: 3 onwards
Presentation:
3- Invite the child to put on the apron.
4- Fill the jug with water and pour a little into the bowl.
5- Dip your hands in the water.
6- Put soap on your hands.
7- Wash them one after the other, finger by finger.
8- Empty the water from the basin into the bucket.
9- Take the jug and pour water into the bowl.
10- Take the sponge to clean the basin.
11- Empty the water in the bucket and place the jug in the bowl.
12- Wipe your hands.
13- Apply some cream.
14- Empty the bucket and rinse it.
15- Put away the equipment.

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Direct goals: Offer the child the opportunity to wash his hands in an orderly,
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Points of Interests: Soap and cream.
C. Grace and courtesy
Grace and courtesy is an integral part of the Montessori curriculum beginning in the
early childhood classroom and continuing through the elementary levels. The child has
a need to know and to absorb the social structures in order to be more at ease in his
environment, and to build his awareness and responsiveness of those around him. This
in turn gives the child a better sense of orientation in his social structure. The Primary
Class is the perfect place to begin these Exercises in Grace and Courtesy because the
child throughout the First Plane of Development is not yet self-conscious. The child is
therefore willing to try anything new and will then incorporate it more easily into his
person.
1. Characteristics of Grace and Courtesy activities:

 They are given as a group as a role-play.
 Each lesson demonstrates the positive behaviour the teacher wishes to model.
 It is a set of exercises and rules that is part of the daily life
 Grace and courtesy allow self discipline (discipline intérieur) socialization,
collaboration, respect, trust.
2. Examples of Grace and Courtesy activities:

 Greeting or saying goodbye
 Excusing oneself
 Accepting or declining an invitation/help
 Asking permission
 Inviting a classmate
 Observing lessons
 Speaking in a low voice
 Offering or Waiting for help
 It is above all a general attitude based on respect and listening. It is the

backbone of the ambiance.
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D. Control of movement
1. Walking on the line and collective games

Material: Make a shape using electrical tape resembling an ellipse. (There should be
one meter clearance on each side of the tape)
Age: 3 onwards
Presentation:
2- Show the children how to place their whole foot on the line; heel first and walk
slowly along it.
3- Instruct the children to carefully walk on the line.
4- Play soft background music.
5- For further control of movement place a selection of objects on a table in the center
of the ellipse (flags, beads, a cup, etc).
6- Encourage the children to pick an object and hold it in front of them, keeping it as
still as possible.
7- As their skill develops, allow the children to hold an object in each hand.
8- Increase the difficulty by adding water to the cup, a bell, etc.
Direct goals: Offer the child the opportunity to walk on a line in an orderly,

Points of Interests: The ellipse.
2. Silence game
Age: 3 onwards
Presentation:
1- To calm the children before playing the Silence Game - Get the children to sit on
chairs.
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2- Get them to start singing from a fast tune and end with a soft, slow song till almost
silence is achieved.
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3- Ask them to close their eyes and invite them to listen to the sound of the
environment.
4- Say out what you hear, 'I can hear the fan blowing', and ‘I can hear the ticking
sound of the clock'.
5- Get the children to say out what they hear.
6- Ask the children to stay really quiet.
7- The educator may say that she can hear feet moving, or heavy breathing. The
children will soon understand that to get silence, one must be quiet still.
8- When silence is achieved, the educator says, 'we are going to play whispering
names. If you hear me calling your name, come to me'. The educator stands behind the
children in another room where the children cannot see her.
9- Call out the children's names very softly. Call them one by one and the children
must come quietly or they will break the silence. It is important to call every child,
starting from the quieter ones first. If a child does not hear his name, call some of the
other children, and then call his name again. The children need to listen very carefully.
Direct goals: Building the child’s awareness and sensitivities to the noise around him
and the noise he creates.
Indirect goals: To develop the child's self control, and awareness of their body.
To introduce the feeling of unity amongst participants.
Points of Interests: Seeing if they are able to “create silence” individually and as a
class.
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| Rym Sallemi

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Sommaire

I. What is practical life? ..................................................................................................................3

I. What is practical life?

(Retrieved from Cambridge online dictionary)

Practical life activities are a fundamental part of any Montessori environment.

II. What are the objectives of practical life?

III. What are the characteristics of practical life?

 Real: breakable and functional

Age: 2 1/2 - 3 1/2

The presentation may be individual or collective.

3- Lift the chair.

4-Move and put the chair in two times.

6- Sit on the chair.

7- Invite the child to do it.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Do the activity without noise.

4- Lay the table in two steps.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Do the activity without noise.

3. Sitting down and arranging a chair under the table

Material: a table and a chair

Age: 2 1/2 onwards

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Do the activity without noise.

4. Carrying a tray, a basket, a fragile object

Age: 2 1/2 onwards

*A fragile object: a jar

2- Place your right thumb on the top of the handle.

4- Bring jug near to your body so that it is about at stomach level.

7- Undo your grasp.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

5. Walking and moving

Age: As soon as the child arrives at the children's home.

Presentation: Collective with 3 or 4 children.

2-Then invite the children to do the same thing.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Move while walking slowly, calmly, without making any noise.

6. Opening and closing a door

Age: 2 1/2 onwards

1- Wrap your four right fingers around the door handle.

3- Rotate your right hand clockwise.

5- Take one step closer to the opened door.

6- Rotate your hand up, and release the handle gently.

2- Place your right thumb on the pivoting point.

3- Rotate your right hand down clockwise.

5- Shut the door.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Do the activity without noise.

7. Open and close a window, a drawer (to be determined)

8. Unrolling/ rolling a Mat

Age: 2 1/2 onwards

2- When it is rolled, straighten it up and put it upright.

3- Take the carpet and bring it back in its holder.

Indirect goals: Adaptation to the environment, psychomotrice coordination,

Points of Interests: The carpet stands up.

Age: 2 1/2 onwards

2- Place the bucket on the ground.