Dr. Maria Montessori (1870–1952)
was an Italian doctor and educational pioneer. She believed that a child is
naturally eager to learn and that education should be tailored to support the
child’s development from within rather than imposed from outside.
Habit Formation
Montessori saw early childhood
(especially ages 0–6) as a period of a highly “absorbent mind” —
where children internalise habits, attitudes, and capabilities. Instead of
forcing children to obey rules, she provided prepared environments where repetition
of purposeful activities leads to self-discipline and good habits
including cleanliness, order, and personal care.
Habits in Montessori aren’t
arbitrary — they form the foundation for independence, concentration, self-confidence,
and social responsibility.
Cleanliness & Practical
Life: The Core Concept
Practical Life Area
Montessori’s Practical Life curriculum
is where cleanliness and habit formation live most clearly. These activities
are not chores — they are learning experiences that aim to build real
skills.
Practical Life exercises include:
Care of the Self (washing
hands, brushing teeth/hair, dressing frames)
Care of the Environment (sweeping,
dusting, wiping tables)
Order & Movement (walking
carefully, arranging materials)
Social Habits (greetings,
courtesies)
These activities help
children choose, focus, act, complete, and reflect — all key elements
of habit formation and self-discipline.
The emphasis is on action and repetition,
not praise, rewards, or punishment. Children internalise routines because doing them
gives satisfaction and a sense of achievement.
How Montessori Practised & Developed These
Ideas in India
When Montessori came to India in
the late 1930s and during World War II, she spent significant time in Madras
(now Chennai) and Kodaikanal developing her educational ideas further. During
this period:
She adapted the method to diverse
cultural contexts, including Indian life and nature.
She deepened her thinking
about “Cosmic Education” — a holistic view of interconnected
knowledge for all ages.
She trained Indian educators and
helped spread Montessori education across the country.
This era helped shape local
adaptations of Montessori education, where everyday life activities — including
cleanliness and personal care — became deeply embedded in classroom life.
Practical Approach: How
Cleanliness Education Works
In the Classroom
Montessori teachers (guides)
prepare an environment with:
Real, accessible tools (small
brooms, washcloths, dressing frames, basins)
Child-level stations for
washing, cleaning, sorting, and arranging
Clear routines that children
can repeat independently
A child might:
Wash and dry hands after messy
play,
Sweep up a spill,
Sort clothes, fold them,
Button, zip, or lace frames,
Water plants or care for pets.
The teacher models once,
then steps back — letting the child repeat the activity until mastery
and independence arise.
At Home
Parents are encouraged to:
Offer choices (e.g., “Would you like to
wash your hands now?”)
Provide child-sized tools (small towel,
low hooks)
Celebrate initiative rather than
perfection
Keep routines consistent so habits form
naturally
Global Recognition &
Influence
Maria Montessori’s work is one of
the most widely adopted early childhood approaches worldwide — from
Europe to Asia, Africa, the Americas, and India. Her methods have influenced
mainstream education systems’ focus on:
Child-led learning
Self-confidence and agency
Respect for the child’s capacity
Millions of Montessori-inspired
classrooms operate globally, and her frameworks continue to be part of teacher
training programs internationally.
Habit Formation’s Role in a Child’s Life
Why are habits important?
Habits formed in early childhood
become automatic patterns that influence later behaviour. Good habits
of cleanliness and self-care:
Build independence
Strengthen self-discipline
Foster organization
Support health and hygiene
Promote respect for self and
others
These habits also support
important executive functions like planning, sequencing, and persistence —
skills children need for lifelong learning and wellbeing.
In Today’s Curriculum (2026): Necessity &
Benefits
Even in modern curricula
(including international and Indian early childhood education), the Montessori
emphasis on practical life skills remains relevant and necessary for
several reasons:
Adaptability
Children learn to function
confidently in real life, beyond academics.
Emotional Regulation
Repetitive tasks build patience,
focus, and self-control — crucial for school readiness and emotional wellbeing.
Independence
Children feel capable and trusted,
leading to higher self-esteem.
Real-World Readiness
Subjects like cleanliness and
self-care prepare children for:
Healthy habits
Teamwork and social etiquette
Problem-solving and personal
responsibility
In a fast-changing world (as in
2026), these non-academic life skills are increasingly seen as
equally vital to traditional literacy and numeracy.
How This Benefits a Child’s Future
Children nurtured with strong
habits of cleanliness and independence often grow into adults who:
Manage their personal and
professional lives with confidence
Approach challenges systematically
Take initiative rather than wait
for direction
Exhibit strong self-care and
social responsibility
In effect, Montessori habit
formation creates not just cleaners, but clear thinkers,
self-directed learners, and responsible citizens.
