“The child of this age sets out to do a certain task, perhaps an absurd one to adult reasoning, but this matters not at all; he must carry out the activity to its conclusion. There is a vital urge to completeness of action, and if the cycle of this urge is broken, it shows in deviations from normality and lack of purpose. Much importance attaches now to this cycle of activity, which is an indirect preparation for future life. ”
The entire Montessori work cycle is about three hours long. The initial work cycle starts with friends greeting each other, sharing stories, and catching up. Once the initial flurry of excitement is over, children settle into a calmer work cycle and start working on a material of their choosing. Once the child begins work, teachers are to observe and allow them to concentrate uninterrupted on their work. In the pictures below, you will see a King’s Wood student working on the practical life activity of floor washing. I observed her setting up the activity by laying the towels down and putting the bucket, soap, scrub brush, and sponge on the towel. She then wet the brush with water, dipped it in the soap, and started scrubbing within the taped area, returning to get more water or soap. After scrubbing, she dumped the dirty water in the bucket and brought fresh water to wipe the floor. As she poured the water into the tub, she noticed a white speck of soap. Instead of continuing the activity, she tried to pinch and get the particle out of the water. It didn’t work. She tried again, but the speck kept slipping away. Next, she tried cupping her hands to trap it. That technique did not work either. Another try, this time, she took the pitcher and trapped the speck in the tub. Yes, I got it she exclaimed. Unfortunately, it was still in the tub when she lifted the pitcher. She sat there silently for a few minutes, contemplating her next move. This time, though, she dipped the pitcher in the water and scooped the speck of soap up!! She did it, I said to myself! Now, she will dump the water and finish her work. She did not get up. Instead, she slowly started pouring the water back into the tub, careful not to let the speck of soap slip back in. She almost made it, but the piece went back in. This time, she was confident in getting it out by scooping it into the pitcher. After the piece of soap settled at the bottom of the pitcher, she poured slowly, mindful not to disturb the water. This time, it worked!!! She poured the speck down the drain, proud that she did not waste water, brought in fresh water, finished wiping the floor, cleaned up, and placed the work back on the shelf for another child to use.
Setting up the activity by laying down the towels and placing the bucket, tub, soap, scrub brush and sponge on it.
She then wet the brush with water, dipped it in the soap, and started scrubbing within the taped area, returning to get more water or soap and fresh water to wipe the floor.
As she poured fresh water into the tub, she noticed a speck of soap. In the photos above, you will see her trying to get the speck of soap out by pinching it, cupping hands to remove it, and trapping it.
Finally, she dipped the pitcher in the water and scooped the speck of soap up!!
The activity lasted about 30 minutes. All through this process, the child was never interrupted. She had the time to focus on the task at hand, think critically about a problem, and develop a solution that satisfied her.
What is the importance of an uninterrupted work cycle?
During a three-hour uninterrupted work cycle, a child tries new things and develops new skills through repetition. It is essential to know that for children, the goal of repetition is not to recreate. Instead, it is to internalize the concept and feel satisfaction while doing it, thus making the knowledge acquired permanent. Through the uninterrupted work cycle, children learn critical thinking skills, coordination, concentration skills, independence, and order.
