Parent Resource Centre

Hygiene

At first glance, it might not be entirely clear how hygiene develops values, but this activity can have a versatile impact on a child’s independence and self-confidence, their responsibility toward themselves and others, and their self-care. As the child is introduced to hygiene, they also learn to coordinate movements, develop concentration, a sense of order and independence, and learn cultural habits.

When learning to wash hands, an adult calmly demonstrates each step and gives the child enough time to try independently.

Children gradually learn to wipe their nose, put the used tissue in a bin and wash their hands afterwards. An adult offers help according to each child’s needs.

There are many more exercises related to personal hygiene, as children can also be taught to brush their hair, wash their face, brush their teeth, wash their feet, take showers, and so on. Children should perform each of these activities as independently as possible.

Music and Dance

Children become aware at a very early age of how enjoyable it is to listen to music and move along with it. This boosts their self-confidence and develops their imagination; when dancing with others, they also develop a sense of responsibility towards others.

In our example, we combined several activities: the educator introduced the children to an instrument (the accordion), invited them to press the buttons, then played a song and invited them to dance. In this way, children also learn new songs and expand their vocabulary.

The Silence Game

The silence game is a short, voluntary activity for listening and settling down. Children can take part in their own way; we do not expect complete silence or stillness. We adapt its length and pace to the group’s age, well-being and needs.

We invite children to sit comfortably and notice the sounds around them. We might listen to a quiet instrument or pass an object around. We finish when the children need to move or play something else.

The Line – Movement on the Line and Dance

Maria Montessori observed that children love to walk along the edges of pavements or low walls. To replicate this, we tape a line in the shape of an ellipse on the floor, making sure it is not too narrow. Children move along the line to singing, music, or rhythm. Movements can include walking, tiptoeing, running, marching, jumping with both feet, hopping on one foot, galloping, and skipping. We can place various obstacles or objects on the line for them to walk over (different sports equipment, ropes, boards, soft surfaces, a log, rustling leaves…).

Group dancing enables children to develop motor skills and prepares them for respectful relationships with their peers. The educator is the one who shows the children the movements, steps, and choreography for them to repeat. Alternatively, the child can be left to freely express themselves to the music.

Children become increasingly aware of their bodies, and their movements become more coordinated and refined. They improve concentration, self-control, and self-discipline. Different types of music help them develop imagination and creativity in expressing their inner experiences.

By considering and adapting to the entire group, they develop a sense of community. They learn to appreciate other children’s unique ways of expressing themselves.

Sensory Path

During the preschool years, there is an active development of the senses and learning through them. Movement further encourages this development. After the age of two and a half, children need to refine and practice control over their movements, which is why Maria Montessori included walking on the line among exercises for daily life.

The educator prepares various materials, preferably natural ones, and arranges them on the floor in a circle. Here are some suggested materials, though many others can be added: corn, hay, stones, pinecones, wood, styrofoam, wool, water…

To feel the materials or objects placed on the line, the children remove their shoes. The educator shows the children how to walk calmly along the line (removing their shoes and walking around it themselves). Each child is called by name to begin walking. In silence or to calm music, the children quietly step along the sensory path. They walk as long as they want.

These exercises help children control their bodies, develop spatial orientation, balance, and graceful movements. They also extend concentration, increase self-discipline, and prepare and train them in listening.

When the movement activity is finished, we can talk about walking on the line. The children express their experiences, feelings, and emotions. They say which material they enjoyed walking on and which they didn’t.

Pinocchio

Through the story of Pinocchio, we talk with children about truth, trust and feelings. We consider why telling the truth can sometimes be difficult, how we can put a mistake right and how an adult can help. We listen to children’s answers without judgement and encourage conversation.

Helping and Reading to Younger Children Before Rest Time

Rest is a basic physiological need that calms children and strengthens brain connections. It also nurtures key values: children learn to recognize their own needs and those of others, fostering cooperation, patience, and respect for those who require rest. In both preschools and at home, rest time can be enhanced with stories, pleasant music, or nature sounds. After napping, children can show helpfulness by folding blankets and helping their peers put away cots, building their sense of responsibility and confidence.

Educators also have opportunities to instill these values in other daily routines, such as when children get ready for outdoor play. Children are encouraged to dress independently, while older children are prompted to assist the younger ones, teaching younger children to express gratitude for the help and older ones to wait patiently. Parents can also embrace these teaching moments by allowing extra time for children to practice independence and helpfulness.

Caring for Younger Children

Children aged 3 to 6 often enjoy taking care of younger children, showcasing their sense of responsibility and willingness to help. They assist younger peers with tasks like buttoning clothes and zipping jackets, gaining a sense of usefulness and solidarity. Sometimes, older children may need gentle encouragement. For example, you can say, “Look, he still can’t button his jacket. Can you help him?” And afterward, you might say, “Thank you, you were a great help. Doesn’t it feel good to assist someone?”

On occasion, older children can visit younger groups to help with specific activities. Praising children for their helpfulness is crucial, as it encourages continued positive behaviour.

This is Me

This activity, designed for children aged 4 to 5, aims to foster self-confidence and an awareness of their unique traits. The educator invites children to observe themselves in a mirror and identify characteristics that make them unique, such as eye color, hair, their smile, or even their clothing. The goal is to help them embrace their individuality and find their place within the group.

Serving Snacks

At the start of the school year, the teacher initially serves snacks to the children, using polite expressions like “Here you go” and encouraging the children to respond with “Thank you.” After a few days, one child is invited to serve the snacks, with a different child taking a turn each day.

This activity develops the child’s self-esteem, social skills, and awareness of others’ needs, reinforcing values like responsibility, care for others, politeness, and friendship.

Table Setting

Children can set the table either for themselves or for the whole group. This activity builds responsibility, helpfulness, politeness, and friendship. It also enhances concentration and social skills.

The child setting the table washes their hands, wears an apron, counts the chairs to determine how many place settings are needed, and then begins by placing plates at each seat.

Next, the child adds a glass for each plate, places a napkin, a spoon to the right, and a fork to the left of each plate. During festive occasions like Christmas or birthdays, the table can be specially decorated, further encouraging the children’s creativity and sense of community.

Politeness and Respect

Politeness and respect are essential social behaviours, often likened to oil for the wheels of social interaction. Children do not typically misbehave out of malice but because they may lack the skills or language to express their needs. Politeness and respect exercises provide a model for behaviour, equipping children with the tools they need to express themselves and take responsibility for their actions.

Adults must consistently model politeness and respect, as these behaviours are essential for fostering a peaceful and harmonious environment. Demonstrating politeness encourages children to adopt these behaviours naturally, whether in social interactions or during specific tasks like greeting others or apologizing.

Maria Montessori emphasized that children between two and a half and six years old are in a sensitive period for learning good habits. This is the time when they are naturally inclined to perform tasks correctly and with care.

The desire to be polite and kind comes naturally to children, and it’s up to parents and educators to nurture this inclination by providing models of behaviour and encouragement. Some actions need to be demonstrated, while others are absorbed by the child simply by observing their environment. This process prepares the child to become a peaceful, responsible member of society. As Montessori suggests, it’s better to teach through demonstration rather than correction.

These activities support children’s independence, confidence, concentration and respectful relationships. With adult support, each child develops their abilities and a sense of belonging to the group.

Clap for the Right Things

The activity “Clap for the Right Things” is designed to teach children responsibility and guide them toward becoming accountable individuals. In a Turkish preschool, this activity is performed as a drama. The teacher asks a series of questions about right and wrong, and children respond by either clapping or standing still with their hands together (which symbolizes becoming a flower). For example:

• Is it right for a child to take money from their parents’ wallet without permission?
• Is it right to drive too fast?
• Is it right for a shopkeeper to shortchange a customer?
• Is it right for a child to say they washed their hands before lunch when they didn’t?
• Is it right for a child to turn off the TV and study as promised to their parent?

This exercise provides simple, direct guidance on distinguishing right from wrong. It is highly effective as it’s presented as a drama with children’s participation, reinforcing good and bad behaviours in a memorable way. The teacher introduces a maximum of 10 rules and praises children for correct answers from time to time.

Be Respectful

This activity helps children understand the importance of respecting elders. It is conducted as a role-playing exercise where one child pretends to be an elderly lady boarding a bus, and the others help her to demonstrate respect. The child offers their seat to the elderly lady and assists her in getting off the bus. At the end of the activity, the child also learns how to respond to gratitude.

I Love You

This activity is designed to help 4- to 5-year-olds express their feelings of love and affection appropriately. The teacher asks each child who they love and why, with the children giving reasons like sharing toys, being kind, or telling the truth. The teacher repeats the children’s statements and explains the value in other words. The exercise helps children reflect on their own positive traits and understand how others may feel when they show love and kindness.

Let’s Line Up

This activity, suitable for children aged 3 to 4, teaches them how to wait their turn, show patience, and respect their peers while fostering cooperation. The teacher instructs the children to line up and praises them once they do so. Though this task might seem mundane, the teacher makes it engaging by incorporating a song and a discussion about what might happen if children didn’t line up properly. The activity concludes with the children clapping for their good organisation, teamwork, and respect, reinforcing their positive behaviour. It can also be expanded with stories on the topic.

Waste Sorting

When teaching children about waste sorting, we instill values such as respect, care, and responsibility. For sorting, we need five bins: one for paper, one for organic waste, one for packaging, one for glass, and one for other waste. The bins have labels with pictures. The activity is often repeated in kindergarten; for example, the educator shows the children various waste items (an empty plastic bottle, paper, a piece of cloth) and asks them to take the items to the correct bin. Older children can also help the younger ones or assist them with sorting the waste.

This activity can be expanded into a discussion about the earth, nature conservation, and what happens to waste after the cleaning staff take it away. The children can be shown the truck that collects and transports the waste to the recycling center. There are many books about waste sorting, and the children can also learn that new things can be made from waste, such as butterflies or animals made from toilet paper rolls.

Animal Care

Children love animals, so some kindergartens have therapy dogs that engage with all the children—from the youngest to the oldest—helping them develop a sense of cooperation, respect, care for others, and responsibility. If you want to bring a dog into the kindergarten, it must first have all the necessary certifications and be well-trained to behave around children. There are also essential supplies such as food, water, vitamins, a brush, a leash, and much more. Children enjoy feeding and brushing the dog, and they love watching it perform tricks. Before feeding or brushing the dog, the handler gives the children instructions on how to behave around the dog. If a child is afraid of the dog, they can simply observe how the handler and other children interact with the animal until they eventually feel comfortable enough to pet it themselves. Children also enjoy taking the dog for walks (along with the handler), and of course, after spending time with the dog, they help put away all the supplies into the basket.

Flowers – Cleaning, Watering, Bouquets

Caring for plants involves various activities that the educator can introduce to the children. Once a child has mastered the necessary skills, they can independently take responsibility for the plants in the room or the garden. Through this, they develop attitudes such as care for the environment, cooperation, helping others, and responsibility.

• Planting Seeds: First, prepare all the necessary tools (garden bed/pot, trowel, seeds, watering can with water). Loosen the soil with the trowel, then evenly scatter the seeds over the surface with your fingers. Cover the seeds with soil using the trowel, and finally, water them.
• Planting Plants: First, prepare all the necessary tools (garden bed/pot, trowel, seedling, watering can with water). Loosen the soil with the trowel and create a hole. Gently place the seedling into the hole and cover its roots with soil. The final step is to water the newly planted seedling.
• Watering Plants: First, gather all the necessary tools (potted plant/garden bed, watering can with water). Check the plant by feeling the soil with your fingers to see if it is dry or moist. If it’s dry, water it; if not, leave it as is.
• Harvesting Crops: First, prepare all the necessary tools (garden bed with plants/potted plant, scissors if needed, basket or container). Identify which fruits or vegetables are ripe for picking. Harvest the produce using scissors if necessary and place it in the basket/container. It’s best to use the harvested produce later with the children during a snack, lunch, etc. (e.g., making tea, using carrots for snacks, or strawberries for a snack).
• Leaf Collection: First, gather all the necessary tools (rake, broom, dustpan, wheelbarrow). Find an area where there are fallen leaves. Start raking or sweeping the leaves into a pile. Use the dustpan to transfer the leaves into the wheelbarrow, and then empty the wheelbarrow at the designated spot.
• Caring for shrubs: An adult carries out pruning with appropriate tools. With adult supervision, children can collect light cuttings and take them to the designated place.

Mirror Cleaning

Children from 18 months onward are eager to help with mirror cleaning. Through this, they learn values such as cooperation, helping others, respect, independence, and care for the environment. Children take pride in helping the educator or their mother, mimicking the movements adults use to clean mirrors. The educator demonstrates how to clean (the child calmly and attentively watches the educator), and then the child repeats all the movements. This activity is very popular among children, so new volunteers always come forward to learn mirror cleaning for the next session.

Opposite Cards – What’s Right and Wrong, Honesty, Responsibility

This activity is particularly useful for teaching children over the age of three about responsibility, politeness, respect, what’s right and wrong, care for the environment, obedience, love, fairness, and tolerance. To teach this, we need opposite cards, which we place on the table or on a rug. The educator or parent reviews the opposite cards with the child. The educator shows the first card and asks the child what they see on it. If the child cannot describe it, they describe it together: e.g., I see two boys peeling a banana. One boy throws the peel on the ground. An older lady walks by, steps on the peel, and falls. The educator asks, “Do you think the boy acted responsibly when he threw the peel on the ground?” The child answers, “No.” “How could he have acted differently?” “Let’s look at this card. What did the boy on this card do?” “He threw the peel in the rubbish bin.” The children then review the other cards to find the appropriate one that shows how to behave in different life situations.

Carrying a Chair, Table, etc.

Show children how to carry a lightweight child-sized chair, tray or basket safely with both hands. The object should suit their size and strength. An adult moves heavier furniture, tables, cabinets and rest beds.

Cleaning Up After Lunch

Cleaning up after lunch involves various activities through which the child internalizes many values: cooperation, care for the environment, kindness and politeness, independence, and responsibility…

Each child in the group contributes to maintaining the shared space.

The educator demonstrates each activity to the children. Children enjoy independently taking care of the space. Tasks can be assigned to “duty children,” or each child can choose what they will do on a given day (task cards can be prepared to hang around their necks with the written task). The educator chooses how tasks are divided. Some tasks can also be done in pairs.

After lunch, each child takes their plate and utensils to the cart and washes up.

Then they choose from the following tasks that need to be done:

• Wipe the table with a wet cloth,
• Wipe the table with a dry cloth,
• Sweep the trash into a pile,
• Sweep the trash into a dustpan and take it to the rubbish bin,

Reading Corner

An educator fosters a positive attitude towards books in children by frequently picking them up, whether for personal reading or reading to the children. Through their example, they demonstrate the value of reading. The educator ensures an appropriate selection of books that broaden the child’s horizons and offer examples of ethical values. A book is offered to the child very early on, as soon as they can sit well in the lap and hold a book in front of them. Our wish is for the child to discover what a book can offer, to support vocabulary growth, and to expand the child’s understanding of the world.

When introducing a child to the world of books, we can follow different levels of book complexity:

• Picture books without words (wooden, cardboard books).
• Picture books with one or two words on each page (e.g., red pepper).
• Picture books with simple text. Each page shows one object (the pages are not connected in a story). We read the text and the child sees what is happening in the picture (e.g., The child is taking a bath.). Suitable for children aged 12 months.
• Picture books with a story.
• Songs, rhymes, and songs with music.

We also take children to the library, where they learn how to borrow books.