CARE OF PERSON
B.DRESSING FRAMES IN MONTESSORI
Dressing Frames in Montessori Being able to dress and undress oneself is one of the steps to independence. To help children learn how to dress and undress themselves, we provide frames on which all the different kinds of clothes fasteners can be found. It is very difficult to practice buttons your coat buttons when you are wearing the coat, but if you have a frame with the buttons on the table, you can see the buttonholes; you can practice on the frame and when you learn Dressing Frames in Montessori to do them on the frame, it is not so difficult to do them on your own coat.
MATERIAL
Wooden frames on which material is stretched on opposite edges, the material is cut down where various fasteners are attached.
- Button frame with large buttons
- Button frame with small buttons
- Snapping frame with snap fasteners
- Hook and eye frame
- Buckling frame with buckle and strap (leather)
- Bow tying frame
- Shoe lacing frame(leather)
- Zipper frame
Follow a flexible sequence:
- Invite child.
- Show location of the frame.
- Show how to carry the frame and how to set it on the table with no sound.
- When the presentation is finished invite the child to practice.
Example 1 :BUTTON FRAME (large, then small)
PRESENTATION FOR Dressing Frames in Montessori
1.Unbuttoning
Show the child how to undo the buttons all the way down, holding each button in the hand and the fabrics next to the buttonhole with the left hand. Tilt the button vertically so that it slips through easily. Open fabrics. Close fabric. Rebutton . The child practices unbuttoning.
2.Buttoning
Hold the left edge of the button with your left thumb and index finger and push into the buttonhole. With right thumb and index finger, grasp button; left fingers hold right cloth. Both hands pull, left pulls cloth to the left; right pulls button to right and through buttonhole. Repeat for all remaining buttons.
Example 2 :HOOK AND EYE FRAME
PRESENTATION FOR Dressing Frames in Montessori
1.Unhooking
Bring the hook and eye close together. Left index finger pushes towards the hook at the end of the eye. Right thumb, index, and middle fingers hold the right flap near the hook, and pull toward the left. Lift the right flap and free hook of the eye. Open other fasteners. Open and close flaps.
2.Hooking
Hold eye with left index finger. Right fingers and thumb bring hook over eye and down =. Pull back gently to show it is fastened. Repeat with remaining hooks.
CARE OF PERSON
C:PREPARING FOOD
Example1:LEARNING HOW TO USE A BLUNT KNIFE
A child always wears a white kitchen apron when preparing food. He or she rolls up his or her sleeves.
MATERIAL
- Banana
- Table, preferably with Formica or easily wiped top
- Small cutting board
- Small blunt knife
- Dish for banana slices
LESSON
Child and teacher wash their hands. The child peels the banana and puts the skin in the bin for compost heap and the banana on the cutting board. The teacher shows the child the back of the knife and the cutting edge of the knife is supposed to be held so that he or she will cut the banana with the cutting edge, holding a finger on the blunt back. She shows the child how to slice the banana into thin even slices and places the slices in the dish.
The child will probably want to continue this exercise for some time. Enough bananas must be available. The slices can be sprinkled with lemon juice and put in the refrigerator and used later by the teacher in food preparation or given to the children for snack. The child cutting the banana naturally eats slices of the banana.
This should not be commented on, unless there is a real fear of overheating. When the child has cut as much as she wants, the dish should be put in the refrigerator. She cuts for the pleasure of learning this skill, but she also needs to feel that she is working, that what she does is a help. She must not ever think her work is wasted.
The results can be used for the children’s lunch or the teacher can say that she will use them for her evening meal. The slices are not handed around the class immediately, as children (a) will be interrupted at work; (b) it is not good for them to eat between meals. If the child eats any herself, do not interfere. “Thou shall not muzzle the one that treaded out the corn,” or if she gives some to a friend, don’t interfere.
SUBSEQUENT EXERCISES
- Cutting slices of bread into squares for croutons, etc.
- Cutting cake into squares.
- Cutting soft roles into slices, etc.
Example 2: MANAGING CONTAINERS
1.MATERIAL
Plastic food containers of different shapes with lids and caps of different sizes and types.
Exercise
The child sits at a table and is given two or three plastic food containers. He is shown how to remove the lids and put them on again. This requires practice and judgment of size. On different days he is shown how to use the containers with different types of caps.
2.MATERIAL
A collection of bottles and containers with screw tops or corks or other fastenings used on household containers. Empty household containers can be collected after the contents have been used.
EXERCISE
The child is given a bottle with a screw top and shown how to unscrew the top and screw it on again. On different days, as he is ready, he is shown how to manage the different fastenings. These are kept on a shelf for him to take and use.
3.MATERIAL
Plastic containers which squeeze to a liquid.
EXERCISE
The child is given a container full of water. He stands in front of the sink and squeezes a little liquid at a time out of the container into the sink.
PURPOSE
- Understanding how to open and close containers
- Independence
- Preparation for the practical life exercises
conclusion:
The conclusion drawn from the provided material and exercises emphasizes the importance of fostering independence and sensible existence competencies in youngsters. By imparting structured activities like dressing oneself and preparing meals, youngsters no longer most effective research important life competencies but also gain self assurance and a sense of feat.
Dressing Frames in Montessori The use of carefully designed substances and innovative physical games allows children to exercise and master duties at their personal pace, promoting self-reliance and guidance for real-lifestyles scenarios. This approach nurtures a feel of obligation and capability in children, laying a sturdy foundation for their future development and success.