Little Hands, Big Purpose: The Power of Practical Life
Julie Douglas • July 21, 2025

In our daily lives, we undertake numerous tasks to care for our homes, loved ones, and ourselves. As adults, we often move through these routines without much thought: washing the dishes, setting the table, tidying up a room. But for young children, these moments hold incredible fascination. They yearn to participate in practical matters and delight in doing meaningful work alongside the adults they admire.


In the Montessori approach, we refer to these tasks as Practical Life activities. Whether it’s dressing themselves, wiping a spill, or watering a plant, these activities help children connect to the world around them. They offer a gentle introduction to cultural norms and everyday responsibilities while also supporting the development of internal motivation, intellect, and body coordination.


Two Purposes: One External, One Internal


Every Practical Life activity serves two important purposes. The first is external and easily visible: when children wash a table, the table becomes clean. The second purpose is internal and perhaps even more meaningful: children grow in confidence, independence, and a sense of belonging.


When children are invited to participate in purposeful work, they feel like important contributors to their family or classroom community. Learning to meet their own needs — such as dressing, feeding themselves, or cleaning up — helps them develop a sense of competence and pride. Over time, these small but significant experiences lay the foundation for future independence and responsibility. By the time children become young adults, they are well-prepared to care for themselves, plan for their future, and contribute meaningfully to the world around them.


Preparing the Environment for Success


In Montessori classrooms, Practical Life activities are intentionally prepared and beautifully presented to support children’s independence. The sink is at children’s height. Every tool has a place, and children learn how to use and return each one with care.


This thoughtful preparation allows children to take on tasks that might previously have been done for them. Now, they can do it for themselves, and in doing so, they begin to see themselves as capable and responsible individuals.


Even our younger children can begin participating in daily routines through collaboration. For infants, you might say, “I’m going to put on your shirt. Let’s slide your arm through the sleeve,” giving them the opportunity to feel involved in the process. As they grow, children begin to imitate the adults around them and eventually take on tasks in their own unique way. This process isn’t always linear — some days, more support is needed. On those days, offer gentle encouragement, saying, “Let’s do this together,” while still honoring our children’s role in the task.


Caring for the Environment


In addition to self-care, children in Montessori environments are given many opportunities to care for their surroundings. From watering plants to sweeping floors, these real and purposeful activities help children feel connected to their community.


Success in this area depends on a well-prepared environment. Child-sized tools and meaningful work allow the child to make a visible impact. If the plants are dry, the children water them. If a table is dirty, children scrub it. These aren’t pretend tasks — they are real contributions, and children know it.


Supporting Practical Life at Home


Parents often ask how they can support Practical Life work at home. The good news is that it doesn’t require elaborate preparation. A few intentional routines and accessible materials go a long way.


A basket in the room for laundry, a drawer with placemats and utensils for setting the table, or shelves with toys that are easy to return to their place — these simple choices allow children to take ownership of their environment.


When creating Practical Life opportunities at home, consider these guiding questions:


  • Will this activity help develop independence and coordination?
  • Can it be done independently?
  • What skills are needed?
  • Does it allow for repetition?
  • Is it culturally appropriate and necessary?
  • Is it beautiful?
  • Is the material child-sized?
  • Is it logical and safe?


The Joy of Purposeful Work


As children learn to care for themselves and their environment, they come to understand what is essential. They begin to internalize procedures, take pride in doing things “all by myself,” and discover just how capable they are.


Children naturally pour their attention into meaningful work. They experience deep satisfaction not only in the outcome but in the process itself. Through Practical Life, they develop a strong sense of belonging and the confidence to grow into their fullest, most independent selves. Come visit our school to see this for yourself!


Geometry From the Start

Geometry From the Start

September 15, 2025
Find out how children in Montessori environments development knowledge of Geometry.
Separation Anxiety: Why It’s Normal and What You Can Do

Separation Anxiety: Why It’s Normal and What You Can Do

By Julie Douglas • September 8, 2025
Every fall, the doorways of classrooms become a place of transition. Children are often excited to skip into their school environment, eager to learn and play. Unfortunately, many children experience some level of separation anxiety, particularly when they are very young. The good news? This is totally normal! Read on to learn more about why, and what you can do to help your child feel good about the time you spend apart. What does it look like? Separation anxiety is completely normal. Most young children experience it at some point, and although it can cause stress for both the child and their parents, it’s actually a healthy part of development, especially during the toddler years. Separation anxiety can manifest in many forms. Parents might see their child display some of all of the following behaviors: Crying Physically clinging to parent Loud protesting Persistent worry when separated from parent(s) Separation anxiety typically doesn’t last very long for most children and resolves itself within a few weeks. Once toddlers begin to realize that their parents will actually return, their fears tend to alleviate. Even older children can experience short-lived bouts of separation anxiety. These times are often even harder for parents, but it’s all perfectly normal! Why does it happen? There are a variety of reasons children may experience separation anxiety, but as we mentioned above, it most often occurs during the toddler years. Any time from about 7 months of age through 2-3 years of age, children may go through a phase during which separating from their parents can be quite upsetting. For infants, it’s about differentiating between strangers and people they know. This is obviously an important and healthy part of their development, although it can be heart wrenching when dropping your little one off with care givers in the morning before you head to work. As children get a little older, the reasons shift toward a fear that the parent may leave and not return. After a period of time, the child learns to trust that the separation is temporary, and the anxious behaviors subside. There are plenty of other reasons why a child may experience separation anxiety. If they are tired, not feeling well, or are experiencing stress or a period of transition in their life, they may feel the need to be closely attached to their parent(s). These feelings are typically short-lived and resolve themselves once the child feels some level of reassurance or once the underlying cause is no longer an issue. What can we do? Each child is different, but the following are some strategies that tend to work well for most families: Set aside some extra time in the morning. The simple act of not rushing can create a sense of calm for both you and your child, but it also leaves a few extra minutes for some cuddles. Create a routine. When your child knows what to expect, they will feel more able to trust that everything is okay. This may mean singing a special song in the car on the way to school, walking to the front door together, and making sure to squeeze in one last hug. Find whatever routine works for you and for your child. Be consistent. Once you’ve established a routine, stick to it. This can be a challenge, but it is so important and will do so much to help a child who is feeling anxious. Of course, life has a way of interrupting our plans and routines (especially when you’re trying to get out the door with a young child!) but try to be as consistent as possible. Don’t linger, but don’t sneak away. Staying too long can intensify feelings of anxiety when you do leave, and leaving without your child’s knowledge isn’t the greatest idea, either. They may experience feelings of worry or sadness, but they will also be more likely to trust if they know when a parent is leaving. Ask your child’s teacher or caregiver for advice. Chances are, they have had lots of experience with separation anxiety in children. Teachers are often masters of distraction and redirection, which can help you make a peaceful exit. What if it’s more? Once in a while, separation anxiety is more than a phase. Again, your child’s teacher is a good person to consult if you’re concerned. If your child is well past their toddler years, if their anxiety is affecting them in multiple parts of their lives, or if behaviors are stretching past weeks and into months, it can sometimes help to talk to your child’s pediatrician. Separation anxiety disorder is a more severe and persistent version of what most children experience. The good news is, even children who experience SAD have options to help them overcome their fears and work toward healthy, trusting, and confident periods of separations from their parents. Want to learn more? Check out this fantastic article for helpful tips.