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.
Learning how to wash hands requires very little: a sink, soap, a towel, and a mirror. We all have these at both the kindergarten and home. Both educators and parents, however, need something else that we often lack these days or have completely forgotten: taking the time to show the child how to wash their hands. The girl in the video is just over two years old, and it’s a joy to see how thoroughly and elegantly she washes her hands.
To learn how to use a tissue, we need a box of tissues and a trash bin. The boy in the video is two years old. He has learned how to place the tissue on his nose, tries to blow into it (as much as he can), and knows well that he must throw the tissue into the bin after use. Before he does so, he carefully looks to see where the paper is meant to go in the bin. He also knows to neatly put the tissue box back against the wall after use.
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
Maria Montessori discovered the power of silence one day when she met a mother with a sleeping baby at the school’s entrance. She asked if she could hold and carry the baby into the classroom. The silence of this little being especially touched her. She wanted to share this feeling with her students. She encouraged them to try to be as quiet as the baby—could they breathe so quietly? The children sat completely still and silent, watching her. In the room, they could hear the ticking of the clock, something normally unnoticed. It was a moment of unusual silence. This inspired her to try to recreate such silence every day. She noticed that each time the children experienced such silence, they became spiritually strengthened.
Why the Silence Game?
Constant noise can cause irritability, dissatisfaction, confusion, even insomnia. We all need peace and rest. Maria Montessori said that a higher level of awareness and sensitivity to noise helps with a more subtle perception of the world. Through the silence game, the child becomes aware of the noise around them, the noise they make, and even the noise within themselves.
The silence we play requires self-control—control of hands, feet, mouth, thoughts… This control builds a sense of self-confidence and independence. Silence encourages concentration and self-discipline. To be completely quiet and still requires not only self-control but also strong will, self-awareness, and good coordination of movements. The silence game is an important building block for community.
How do we play the Silence Game?
Preparation is needed for the silence game. First, we call the children into a circle or sit them down, then guide them with a calm, quiet voice to slowly settle down, control their body, and remain completely silent. Then follows a period of silence. During the silence, we can show something, play a tune, pass something around, stroke them, or listen to sounds… The more creative we are, the more the children will enjoy playing the silence game.
When we sense or notice that they’ve had enough of the game, we end it with a deep, refreshing breath and a smile. At the end, we call the children one by one to let them leave…
Silence is achieved gradually, through repetition. With silence, we achieve complete calmness of the body and listen to the inner silence, which expresses itself outwardly and gradually creates an atmosphere of silence. We must remember that this silence is not for us as teachers or parents but for the child.
Maria Montessori said that this triumph over oneself brings the children great joy, even more so if they heard something new or special in the silence.
The Line – Movement on the Line and Dance
Maria Montessori observed that children love to walk along the edges of sidewalks 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 a round 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
This activity, based on the story of Pinocchio, teaches children to tell the truth and that it’s important to distinguish between truth and lies. The educator begins the activity with a song to animate the children. Of course, the children know the story of Pinocchio, but the educator tells them to listen carefully as they will be asked questions at the end to see if they understood the story. At the end, the educator and children discuss why Pinocchio’s nose grew, and the children say it’s because Pinocchio lied. The educator continues by asking if it was right for him to lie, and finally asks a rather difficult question: what could happen to a child who lies? First, she explains that the nose grows only in the story. The children don’t give precise answers but say that bad things can happen to a child who lies. The educator doesn’t press further but praises the children for thinking correctly. Children can be praised with a few words or given small gifts to those who answer well.