Montessori Activities

Why the Montessori activities?

Learning process and the effectiveness of its impact is best achieved through activities.

The Montessori Method is applied based on different activities and exercises, for example:

-Trainings to rehabilitate children with special needs to integrate into social life.

Educational training aimed at providing a child with special needs with specific information, experiences, or skills.

– Training the sense of touch through the activity of sandpaper, with varying thickness and degree of roughness.

-Training hearing through the activity of distinguishing different sounds and tones, such as the sounds of birds and animals.

-Training the ability to taste through the activity of distinguishing tastes; sweet and bitter, salty and sour.

-Training sight through activities to distinguish between different shapes, lengths, colors and sizes.

-Training the child to be self-reliant by using educational tools in various activities

Important instructions for the operator:

1- Preparation before starting the activity:

The teacher has to practically apply the steps of each activity on his own first, without leaving any step even in the simplest activities.

2- Place of activity:

• A table of suitable height for the child with a plain tablecloth in a calm color and two identical chairs for the teacher and the child

• Or a suitable area on the ground, in the middle of which a small rug or mat is placed to determine the location of the activity.

3- Sitting position during the activity:

The child sits to the left of the teacher to see the activity tools and how to use them easily. (The situation can be reversed with the left-handed child) (with the teacher making sure that his hands do not hide parts of the tools or any step of the activity)

4- How to carry out the activity:

• The teacher introduces each step in the activity slowly with a focused verbal explanation (without extensive) to ensure that the child focuses on the steps.

• Clarify the important movements in each activity, especially when moving from step to another.

• An important note: If the child refuses to carry out the steps of the activity or to do it, leave the activity for a period of time.

5- Encourage repetition and the child can be left for a while with the tools.

6- The teacher has to:

A – Not praising or correcting the child’s performance while performing the activity.

b – His role is to only notice what the child is doing, encouraging him with positive expressions.

C – Not helping the child during the activity and not controlling his behavior in a physical manner except in order to prevent a real danger or when the child asks.

7 – When it is hard for the child to use the activity tools, the activity can be shown again on another day, paying attention to the points in which the child missed.

8 – In light of the child’s performance of one activity, the following activity is determined.