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Essay / Research Paper Abstract
A 3 page research paper that discusses the principles underpinning the activities in the Practical Life area of the Children's House classroom. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: KL9_khmontpl.rtf
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Unformatted sample text from the term paper:
scrubbed. When learned to grate cheese, it was used as a topping on their lunch or snack. The principle involved as to involve children in activities that had a direct
bearing on the life within the classroom (Lillard 20). Montessori made some exceptions to this underlying principle. For example, she developed wooden frames that hold cloth that have different
types of fasteners between two sections. This is because it is difficult for preschoolers to learn to "button, zip and tie" and the Dressing Frames give the children an opportunity
to practice these tasks (Lillard 20). However, in the typical Childrens House classroom, children arrange flowers in order to beautify their environment; they water real plants; they grate carrots for
muffins that are used at snack time, etc. (Lillard 20). Young children are drawn to the activities of the Practical Life section as if by a magnet (Cagle 44).
There are four areas included in this aspect of the Montessori classroom: "Movement, Care of the Person, Care of the Environment, and Grace and Courtesy" (Cagle 44). Through Practical Life
activities, children learn, practice and refine the movements necessary to everyday life activities, such as pouring or hand transfer (Cagle 44). They learn the necessity of washing their hands before
food preparation and before eating; the skills involved in clean-up, such as washing and drying dishes; and has lessons in table manners and courtesy, as well as aesthetics, such as
setting a beautiful table (Cagle 44). As this indicates, another basic principle of Practical Life, as well as for the Montessori classroom in general, is that the activities are
designed to give the children a sense of ownership towards their environment. They learn competency by doing and the classroom environment directly reflects their own efforts (Drake 28). They also
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