Within the five areas of Montessori education, this belongs to Practical Life. Children practice eating independently and develop a sense of order.
With a placemat embroidered with outlines of each utensil, children naturally want to play a matching game — placing each piece of tableware onto the correct spot and tidying up their messy table!
We provide children with real tools so they learn to handle them with care.
If a cup is knocked over, it becomes an opportunity for the child to learn how to respond—using a cloth to wipe the table and practicing the ability to solve problems independently.
In many environments, for the sake of speed or safety concerns, people choose plastic or unbreakable materials. But these do not help children build a connection with the real world.
Language from adults also matters. Avoid saying: “This will break.” Try instead: “This is a plate. It holds food. Place it gently and use two hands when you carry it.”
Help children learn the proper way to use real tools and connect with the real world.
During this stage, you can use a small spoon to let them slowly explore flavors beyond milk.
At first, babies may not easily accept food from a spoon. Gently touch the spoon to the baby’s lower lip — they will notice a new sensation, open their mouth, and practice swallowing and chewing soft foods.
Food offers brand-new tastes. Babies may push their tongue out, but this does not mean they dislike the food — they are simply still getting used to it.
While parents are feeding purees, once the child actively reaches for the utensil, that is the perfect moment to begin letting them practice using tableware on their own!
If a child is used to using a straw cup, don’t pour water directly into their mouth the first time you introduce an open cup. Place the rim of the cup gently on the child’s lips. Tilt slowly so their lips can feel the water. They will usually show one of two reactions:
1. Stick out their tongue to explore “what water is.”
2. Bite the rim of the cup.
The oral movements for straw cups and open cups are totally different. Children need time to feel when to swallow and when to close their mouth so water doesn’t spill.
Start by giving two small sips. Remove the cup and look into their eyes: “Swallow.” Then ask: “Do you want more?” If the child signals yes, repeat the process — helping them gradually learn the feeling of swallowing.
When teaching utensil use, adults usually give a spoonful of food. After the child finishes, adults want to take the spoon back to refill it — but the child may refuse to let go.
At this moment, use two spoons: One for feeding, and one for the child to hold. When the child finishes their spoonful, say: “The spoon is empty. Here — let’s exchange!” Touch the filled spoon to the hand holding the empty one, and the child will naturally hand it over.
Fork use begins later than spoon use. Around 7–8 months, children can start practicing.
At around age one, children explore so much that eating becomes fast and impatient — starting earlier actually helps.
If you worry about safety, choose a fork with a rounded tip.
Children don’t apply much force; if the fork goes too deep, they will feel discomfort and remove it themselves.
Complementary foods generally fall into two categories: BLW and purees.
BLW (Baby-Led Weaning) includes finger-sized foods.
Children can choose foods from the family table and practice biting, chewing, or sucking foods like broccoli.
Purees, such as carrot puree, are made by steaming or boiling ingredients and mashing them until smooth.
Parents can select the method that fits their child’s needs!
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