One of the many things I have come to appreciate about my Montessori teaching experience is this idea; in their efforts to self-construct an adult human being, children’s initial work is care of the self.
From this core work of care of the self, the child is drawn to other activities in caring for the prepared environment, caring for others, and caring for the community. In Montessori philosophy, these activities are referred to as “practical life” skills.
In my experience and observations, the learning created within this four-part nucleus, defines key focus areas for all our lives.
Care of the self is the foundational work for building independence, concentration, self-respect, coordination and a sense of order.
Self-care is the underpinning for our adult lives.
What do we mean by care of the self?
From birth through age seven, (first plane of development) care of the self can be seen in children’s efforts to crawl, feed themselves, walk, talk, dressing themselves and all the many pursuits of the young child.
Many of the initial lessons in a 3-to-6 primary community involve personal grooming:
- Washing hands and face
- Brushing hair
- Blowing nose
- Brushing teeth
- Applying lotion
- Toileting independently
The 3-year-old spends a lot of time learning how to get dressed. These independent actions develop coordination, along with independence and learning the sequence of an activity. For example, putting our socks on before our shoes, even though we say, “Put on your shoes and socks.”
Dressing activities include:
- Putting on and taking off
- Coats, sweaters, shoes and socks
- Hats, gloves, mittens and scarves
- Pajamas
Learning how to use clothing closures:
- Buttons
- Zippers
- Snaps
- Buckles
- Velcro
- Shoelaces
Learning how to fold clothes
Learning how to hang up personal belongings
Choosing weather appropriate clothing.
This age is also highly engaged in learning how to eat and prepare food.
Activities include:
- Pouring water
- Using fork, knife and spoon correctly with a three-finger grasp
- Cutting foods
- Serving food to self and others
- Cleaning place after eating
- Mopping up spills
Another component of care of the self is learning about physical and basic emotional needs.
- Recognizing hunger and thirst, and knowing how to obtain food and water
- Understanding need for rest
- Understanding need for movement
- Managing small injuries by washing and applying bandage
- Understanding personal space and body autonomy
- Being able to state that one feels “mad, sad, glad or bad”
- Developing emotional vocabulary
- Developing self-regulation
- Managing transitions from one activity to another
- Learning basic manners, such as please, thank you, you’re welcome.
These practiced activities of caring for oneself develop life-long skills for emotional regulation, independence, executive function abilities of planning, attention, memory, organization and self-control, all of which lead to a sense of independence and competence.
Over the past 20 years, as I’ve mentored adults, I’ve seen that lack of self-care skills become a stumbling block for many people. Their personal and professional relationships flounder because of skills they could have, and should have, learned before the age of seven.
Children, with their independence and skills, extend their interests and influence into other key areas of development; caring for their prepared environments of school and home, along with caring for friends, family, and the larger community.
Care of the self develops a core of competence and self-respect that continues throughout our lives.
At each stage of development, self-care involves time-sensitive and age-appropriate learning.
Today, having entered my 70’s, it is clear to me that continued self-care is imperative for life-long independence.
Care of the self is not just a Montessori preschool activity.
Learning the skills of self-care is where we all begin. Let’s do it well.
