introduction to ael


Activities of Everyday Living

Session 1

Introduction

What are activities of Everyday Living?

• Everything the child does to care for him/herself and to help maintain the community in which s/he lives


Think about all the simple, routine tasks you performed

today.How do you feel about them?


It’s different for the child

Adult• Do it as quickly as

possible

• I do it because I have to

• Not very interesting

• End result most important

Child• Wants to take time, not

be rushed

• I do it because I want to

• Fascinating for the child

• Process most important


• Young children do not work out of routine, but through interest in the work and of feeling needed

• Children find their place in the community by the services they offer others

• AEL offer real tasks where there is a challenge and a quality of ‘grownupness’


What kind of things?

• Wiping your nose

• Setting the table

• Washing your face

• Preparing food

• Washing dishes

• Feeding animals

• Cleaning the house

• Cleaning your shoes

• Zipping your coat

• Doing laundry

• Caring for the garden


Why are they important

• Children refine existing skills and develop new skills

• Children are adapting to the world around them and constructing their understanding of it

• The activities provide emotional security to the child on entering a new, unfamiliar environment

• The activities develop coordination, concentration, and independence.


“

”

in point of fact, no other occupations which could be undertaken by the children at this stage (3-5) could be more important for their whole development – physical, mental and moral – than these ‘exercises of practical life’ as they are called’ ‘......their aim is not a practical one. Emphasis should be laid not on the word ‘practical’ but on the word ‘life’. Their aim ... Is to assist development.

(Standing, 1957, p213)


The origins

• Montessori noticed the children’s interest in everyday tasks and formulated activities to support this interest

• Providing life skills, practical and social skills

• Has become part of Montessori curriculum and environment


From you Reading: Education for Independence

Discovery of the Child

• “he who is served instead of being helped is in a certain sense deprived of his independence”

• “If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kinds of activities which they can perform themselves”

• “Our primary duty towards him is to assist him to perform useful acts”


Practical life activity in Mexico


What does the child learn?

• To concentrate

• To control muscles

• To move and act with care

• To focus

• To analyze logical steps

• To complete a cycle of activity

• To contribute to the social group


Movement

• Manipulation of items - fine motor skills

• Carrying items in the environment

• Repetition leads to refinement of motor skills

• Movement becomes reflexive

• Child learns to control muscles, to move & act with care

• Before a child can control the mind s/he needs to be able to control the body


Sources

• Gettman, D. (1987) Basic Montessori Learning Activities for Under-fives London: Christopher Helm

• Montessori, M. (1997) The Discovery of the Child Oxford: ABC Clio

• Standing, E. (1957) Maria Montessori: Her Life and Work, New York: New Independent Library
