In the Montessori House of Children, the first and fundamental activities are the Exercises of Practical Life, those daily activities which the adult carries out in his environment in order to maintain it. These exercises regard both things and persons. Practically from the moment of birth, the child enters this adult maintained environment and becomes very familiar with these common activities.

For the adult, these activities are functional, practical, outwardly directed. At a very early age, the child shows a strong urge to associate himself with them by wanting to perform them. For the child, though, these exercises themselves are the purpose. The child’s unconscious urge to perform them is from within. They provide the means by which the child develops and creates himself at this age. As the child performs these activities, he is wholly and totally engaged. The child thereby begins to strengthen and develop unity of thought, will, action. Among other values, the child develops a habit of conscious constructive activity, intelligent and responsible contact with his environment which lays the basis for later more penetrating and even abstract exploration, concentration, independence, social interactions.

These Exercises of Practical Life partly consist of four groups: Elementary movement (carrying, walking, sitting, etc.); Looking After the Inanimate Environment (cleaning, polishing, sweeping, etc.); Looking After Oneself (putting on shoes, hand washing, etc.); Social Relationships (greeting, offering, accepting, etc.).

The directress thoughtfully and meticulously prepares sets of materials for these many activities in order to assist the child in his choices and successful execution of them. Adults often have not given thought to the essential value of these Exercises of Practical Life but will have the opportunity to consider them with other parents and directresses at School meetings.

These exercises also add significantly to vocabulary. The directress’ careful manner of conversation and instruction and precise language assist the child’s language development and awareness. For the older child materials for all sensorial distinctions as well as materials for the language of arithmetic and geometry are presented. (Please see Primary for more.)

Children also hear stories, read, paint, sing, serve snack, raise butterflies. They are free to move about the room, speak with one another, and choose activities. We prepare an inviting and stimulating environment indoors and out.