Professional Documents
Culture Documents
Aktivitas yang dilakukan sehari-hari yang dilakukan orang dewasa di lingkungannya untuk
mempertahankan dan memulihkan kondisi yang tepat
Pada anak-anak, kegiatan ini memiliki fungsi yang jauh lebih penting dan lebih personal.
Mereka tidak hanya mempertahankan dan memberikan penguatan, akan tetapi mereka juga benar-
bersifat membangun bagi anak-anak yang bersangkutan. Kegiatan sehari-hari yang sederhana itu
dapat membantu perkembangan anak, bahkan aktivitas-aktivitas kreatif. Kegiatan in idikenal juga
dengan latihan kehidupan praktis.
His purpose in doing so is, therefore, purely conservative and utilitarian; they have an “outer am” as
far as the adult is concerned. They serve this preservative and restorative function not only with
regard to things (conditions), but also with regard to persons (relations). As they form a part of the
adult’s daily activities, the child practically from the moment it is born and enters into a man-made
and man-maintained environment has observed them and has become exceedingly familiar with
them.
In the young child’s case these very activities have a much more important and more
personal function. They are not merely preservative and restorative, they are truly constructive, not
with regard to the environment of course, but with regard to the child himself. Those simple daily
activities are for the child developmental, even creative activities. In that function we call them
“exercises of practical life.”
1. Memiliki tujuan yang sederhana, jelas dan konkrit (their simple, clear and concrete purpose)
2. Memiliki konten yang mudah dipahami dari awal hingga akhir (their easily understood course
from start to finish (across a comparatively short span of time))
3. Mengutamakan fisik, dapat terlihat, pergerakan disesuaikan dengan kemampuan anak pada
usianya, aktiviatas mudah dipahami oleh anak usia dini, sesuai dengan keinginan anak,
menumbuhkan rasa ketertarikan anak, anak dapat melakukan pergerakan-pergerakan yang
diperlukan untuk berdasarkan pemahaman dan tujuan yang diinginkannya. (the prominence of
physical, therefore visible, movements which lie well within the child’s capacity already at this early
age, make these activities intelligible to the young child, therefore desirable, that is an attractive
invitation to his will, and he can carry out the movements required to perform them in view of their
understood and willed purpose).
3. Merawat diri sendiri ( memasang dan melepas pakaian, mandi, menyisi, menyikat gigi dan lain
sebaginya)
4. Hubungan social (memberi salam, menawarkan, menerima, meminta maaf dan lain sebagainya)
of all that forms part of his daily environment, walking, sitting down, getting up, etc.)
2. Looking After the Inanimate Environment (dusting, cleaning, washing, polishing, etc.)
E. Tugas atau tanggung jawab orang dewasa dalam Montessori Pratical Life
3. Memberikan kebebasan dalam memilih dan mengulangan kegiatan sesuai dengan kebutuhan
pada lingkungan yang telah dipersiapkan dan sesudah diberikan penjelasan.
1. The preparation (maintenance and development) of the environment, i.e., both place and
adequate tools (material).
2. The presentation (establishing contact) of the material so that the child can make use of it for his
developmental purpose which implies with respect for its aim and function.
3. Granting the necessary freedom of choice and repetition and this in a prepared environment and
after adequate (and where necessary repeated) presentation.
1. The inner teacher (An inner teacher and guide lives in each child, leading development
according to a natural pattern.),
2. movements (Through movement a child acts on the world and makes discoveries.),
independent (Children have an inner sense of urgency to become independent, functional
people.),
3. Absorbent mind (Young children, rather than acquiring information in a logical, linear
fashion like adults, absorb inputs from their environment globally, from all directions at
once), and
4. Concrete experience (young children primarily need concrete experience - contact with
three dimensional objects. Real world experience must come first in order for a child to later
learn to use abstract thought.)