Pouring From One Container to Another

Learning to Pour in the Early Years

Jul 6, 2009 Carolyn Marie Choo

Pouring is an important life skill. Carefully prepared materials and a clear demonstration of the pouring skill help the young child to learn how to pour.

Pouring is a popular practical life activity in the Montessori early years classroom. Children are introduced to pouring through an activity named "pouring from one container to another". At home, children may play pouring games during bath time or in a sand pit. In addition, parents can also design and present the basic Montessori pouring activity . Through this activity, pouring from one container to another, the young child can practice and perfect his or her pouring skill.

Selecting Containers for Pouring

Have two identical containers. Position them on a tray in the same orientation with their handles on the right and spouts on the left. Make sure that the size of the container is suitable for the child’s hands. Plastic beakers with handles that can be fully grasped by the child’s entire hand are good to start off with.

Subsequently, the pouring activity can be varied by using identical containers of different sizes and weight. Milk jugs or creamers are of a good size. Consider as well containers of different material such as stainless steel, pewter ware, clear glassware or decorated ceramic. Eventually, the child can progress to pouring with containers without handles such as glasses, decanters, vases and bottles. Use containers that are relevant to the child’s culture.

Selecting Contents for Pouring

The young child starts off by pouring larger contents such as kidney beans and pasta. He or she progresses on to smaller items such as corn kernels and eventually fine items such as lentils, grains and seeds. The child clearly needs more control as he or she pours the smaller items. Eventually, the child who has fair hand control can practise pouring water from one jug to another.

For parents who are not in favour of using food items for pouring practice, consider contents such as pom-poms to start off with. These are excellent since they make no sound when dropped. Have the child progress on to such materials as pebbles, cowrie shells, beads, paper stars and eventually sand, which is most challenging.

Presenting the First Pouring Activity

The child is shown how to hold the jug firmly by wrapping the four fingers around the handle. Then the thumb is positioned on the top of the handle. Place the non-dominant hand below the spout to balance the jug as it is lifted and positioned over the centre of the opening of the target jug. Carefully tilt the jug so that the contents fall in a continuous and steady stream until the jug held is completely emptied. Return the jug to its original position on the tray. Invite the child to do the same.

The presentation must be clear, well-defined and deliberate so that the pouring steps are comprehensible to the child. There must be firmness in how the handle is gripped and steadiness in supporting the jug. Wrist is turned smoothly as the jug is tilted over. Pay full attention to how the contents fall into the target container.

Pouring clearly works the wrist muscles and strengthens the fingers. Hand-eye coordination is also developed as the child concentrates all his or her effort in pouring in the same manner as shown by the adult. If there is spillage of the dry contents, show the child how to pick these up. When there is water spillage, show the child how to wipe up the drops.

With continued practice, the child perfects the skill of pouring without spilling. The child discovers that he or she has the power to direct his or her movements. This boosts the child’s self esteem. Subsequent challenge with the activity will be to pour from jug to jug, with both jugs lifted off the tray.

Points of Interest in the Pouring Activity

This pouring activity attracts young children for various reasons. The shape of the container or its pattern may be visually appealing. There may be tactile pleasure when the hands come into contact with the coolness of the steel and porcelain jugs, for example. The auditory sense is also stimulated by the different sounds the contents make when hitting the target jug, from the clinks of the shells to the gentle almost silent sound of the falling sand. There may even be olfactory pleasure when the water used is scented with lemon, for example. There is of course the motor pleasure in gripping the handle and working the wrist muscles. Changing the containers and contents also helps to maintain the child’s interest in pouring.

In short, careful material preparation and a clear demonstration of the pouring steps are critical in helping the young child learn to pour. Time must also be given to the child to practice and perfect this important life skill.

The copyright of the article Pouring From One Container to Another in Early Childhood is owned by Carolyn Marie Choo. Permission to republish Pouring From One Container to Another in print or online must be granted by the author in writing.

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