There are hundreds of teaching AIDS in the daily life area of Montessori education in kindergartens. However, there is no fixed pattern. Every nation, country and region has its own unique personality, which makes Montessori teaching AIDS personalized. From the two sayings that "China people eat with chopsticks" and "Scottish men wear skirts", we can infer the characteristics of daily life teaching AIDS: (1) According to different cultures, they are not exactly the same. (2) All activities in daily life can be included in this project. For the above reasons, Montessori did not list the teaching AIDS for this training, but hoped that the tutor could coordinate the dual requirements of "intelligent inspiration" and "cultural convention", develop teaching AIDS and formulate teaching plans by himself.

In the United States, daily exercise falls into four categories (1): for example, walking in a straight line. (2) Take care of yourself: for example, take off your shoes and clothes. (3) Take care of your own environment: for example, pulling weeds and watering flowers. (4) Politeness: such as greeting.

China people pay more attention to children's intellectual training, and integrate cognition and hands-on into daily life education, because for children, sensory organs are the core of intellectual development, and hand-eye coordination is also "preparation" for their future daily life and learning ability. For example, if you want to write, you need to develop the small muscles in your hands, and Montessori's daily life education includes the practice of small muscles; After a long time, it can naturally develop into the power of holding strokes and drawing, and it is more and more accurate.

In addition, the more important purpose of daily life training is to learn to take care of yourself and the environment, and then learn to respect each other and develop good social skills, so that children can become independent, gregarious and confident individuals. It can cultivate children's habits of independence, concentration, coordination and order in personality formation, and lay a good foundation for development.

Montessori teaching AIDS can also cultivate social skills. For example, there is only one Montessori teaching aid in the activity room, so when child A is playing with water and child B wants to play, he must "wait". More manners, greetings and other daily affairs are also included in this exercise, which provides opportunities for children to communicate and cooperate with each other and let them know about social behavior. Daily life education can be said to be the starting point of Montessori education. If this part is not done well, there will be no Montessori phenomenon (order → concentration → repeated practice → coordination), and the sensory and mathematical teaching AIDS in the future will not be done well, and the maximum development effect will not be achieved.