This practical ordering of the environmental and environmental components lays a cognitive basis for later mathematical abstraction. They address mathematics through visual/tactile presentation of patterns. The concrete materials and the increasingly complex activities associated with them help the children gather a rich store of images in developmental correspondence to an emerging tendency toward writing. The children experience language as expressive, receptive and meaningful. These activities address language considerations with verbal sequences related to hands-on activities. Students develop personal independence, the coordination of movement (thought, will and action), environmental awareness & responsibility, and a work habit of seeing things through to completion. The Exercises of Practical Life cover 4 main content areas: elemental movements, care for self, care for other (both animate and inanimate) and social relations. Ideally the Primary and Elementary programs receive a three hour uninterrupted work cycle each day followed by group gatherings, lunch and recess.Įxercises of Practical Life bring the day-to-day activities of our culture into the classroom as specific exercises, i.e., pouring from a pitcher, setting a table, interrupting gracefully. This schedule may change according to program and/or classroom. At times, there are group projects going on that the children will work with through the afternoon.Īt 3pm the full day children go home and the children that need extended care will stay for the aftercare program. Younger children may sleep or rest after lunch and the older children choose materials to work with in the afternoon. During gathering the class will sing songs, talk about the weather and calendar and do/talk about projects important to the entire group.Īfter a gathering children get ready to go outside for recess prior to the noon dismissal time.Īt noon, the children who have a half day schedule go home and the children who stay for a full day schedule get ready for lunch.Ĭhildren who stay for lunch set their tables and enjoy a lunch with their classmates before cleaning up and getting ready for the afternoon. Generally, at the end of the morning the class comes together in a gathering. During this time the teacher in the classroom (called a Guide) is giving individual or small group lessons and observing what children are choosing. Children are given the opportunity to develop concentration, order, cooperation, independence and a love of exploration. This leaves every child with the opportunity to choose an activity they are interested in and work with that activity for as long as they want to. In a classroom of 20 children, 20 different activities can be going on at one time. Children arrive in the morning and have the morning to choose work independently or in small groups.
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