At the heart of the Montessori approach to dementia care is a powerful guiding question:
“Does this activity respect the adult identity of the person involved?”
This is not a question of whether something is fun or not.
It is a philosophical challenge—asking us to confront our assumptions about what people living with dementia can do, what they deserve, and how we see them as human beings.
Child’s Play vs. Adult Purpose and Meaningful Engagement
“Child’s play” in this context refers to activities that may mirror those used in early childhood education: stacking blocks, playing simple matching games, coloring cartoon images.
These tasks, while harmless on the surface, become problematic when offered without context, without adaptation, and without regard to the adult life experience of the participant.
In contrast, authentic Montessori activities for adults with dementia are rooted in purpose, identity, and autonomy. They are not designed to fill time—they are designed to fill needs: for belonging, contribution, structure, and dignity.
The Montessori Philosophy: A Foundation of Respect
Maria Montessori’s philosophy was never about “play” in the entertainment sense—it was about engaging the human being in meaningful, self-directed activityappropriate to their developmental stage.
When Dr. Cameron Campadapted this approach for older adults with cognitive decline, he brought with it the same respect for the individual’s capacity for independence and purpose.
Montessori-based dementia care invites us to ask:
- What does this person still enjoy doing?
- What roles or identities can they still express?
- How can the environment support their ability to act independently?
Why This Distinction Matters
1. Preserving Identity
An adult with dementia has lived a full life—with careers, relationships, losses, beliefs, and passions. Offering activities that are childish in tone or design sends the message that their identity is gone. Montessori restores that identity by offering real roles: greeter, table-setter, workshop assistant, memory keeper.
2. Promoting Competence
Infantilizing activities often underestimate what a person can still do. Montessori-informed tasks are carefully adapted—not dumbed down—to meet people where they are. This fosters success without shame.
3. Dignity and Inclusion
People with dementia are often excluded from meaningful participation in daily life. Montessori says: give them the tools, not the instructions. Let them lead, help, contribute. Infantilizing activities can unintentionally reinforce dependence, whereas Montessori builds inclusion.
How to Tell the Difference – Child’s Play or Meaningful Engagement
Here’s a simple philosophical litmus test:
Examples/Ideas for Montessori-Informed Activities for meaningful engagement…
“Tinkering” or “Disassembly” Station (for those with a history of DIY/mechanics):
Description: Provide a small collection of non-hazardous, old household items that can be safely taken apart and potentially reassembled. Think old remotes (batteries removed), simple locks with keys, a small clock, or even a toy with visible gears. Include a basic screwdriver, wrench, or pliers.
Why it works: Taps into procedural memory and a past sense of mastery for those who enjoyed building or fixing things. Offers a sense of purpose (“fixing” something) and engages fine motor skills and problem-solving in a non-verbal way. The focus is on the process of exploration and engagement, not necessarily successful repair.
Dignity/Choice/Purpose: Allows them to revisit a skilled role, choose what they want to tinker with, and feel a sense of purpose in handling tools and examining objects.
Creating a “Scent Memory” Box or Jar:
Description: Gather small containers with familiar scents that evoke positive memories. Examples: cotton balls with a drop of lavender essential oil, dried orange peel, a small sachet of ground coffee, a sprig of fresh rosemary, a piece of familiar soap, or even a small amount of playdough with a scent. Present them one at a time for sniffing.
Why it works: Scent is a powerful trigger for memory and emotion, often bypassing cognitive decline. It’s calming and can spark conversations and reminiscence.
Dignity/Choice/Purpose: Offers a calming sensory experience, and they can choose which scents they want to explore. The purpose is relaxation and memory recall.
Meaningful Engagement
“Newspaper/Magazine Clipping” for a Purpose:
Description: Provide old, large-print newspapers or magazines (perhaps from their youth or with topics of interest) and safety scissors. Task them with cutting out specific things, e.g., “all the pictures of animals,” “words that start with ‘B’,” or “anything that looks like a flower.” These clippings can then be used for a collage or simply sorted into categories.
Why it works: Engages fine motor skills, visual discrimination, and can be tailored to a wide range of cognitive levels. It’s a familiar adult activity (reading/clipping) that can feel purposeful.
Dignity/Choice/Purpose: They are given a task, can choose what to cut (within the parameters), and the act of contributing to a collection or project offers purpose.
Examples/Ideas for Montessori-Informed Activities for meaningful engagement…
“Mail Sorting” or “Office Work” Station:
Description: Create a “post office” or “office” setup with old envelopes, stamps (peel-and-stick is easier), “junk mail,” blank cards, and perhaps a small, safe shredder (manual crank is best). They can sort “mail” by category, “stamp” envelopes, or “shred” unwanted documents.
Why it works: Taps into roles many adults held (managing mail, office tasks). It involves sorting, categorization, and fine motor skills in a structured, purposeful way.
Dignity/Choice/Purpose: Re-establishes a past adult role, offers choice in the task, and provides a sense of contribution and order.
Curating a “Nature Table” or Sensory Bin:
Description: Similar to a sensory box but larger and focused on natural elements. A shallow bin filled with kinetic sand, smooth pebbles, shells, dried leaves, acorns, small polished stones, or even dried beans/lentils. Add small scoops, rakes, or brushes.
Why it works: Connects to nature, provides tactile stimulation, and allows for open-ended, calming exploration. It’s reminiscent of childhood sensory play, but presented in a way that respects an adult’s engagement.
Dignity/Choice/Purpose: They choose how to interact with the materials, and the activity is about exploration and sensory enjoyment. It can be framed as creating a calming display or simply “tending” the elements.
Meaningful Engagement: When introducing any of the above activities, remember:
Prepared Environment: Have all materials ready and laid out invitingly.
Invitation, Not Instruction: “Would you like to try sorting these?” rather than “You need to sort these.”
Observe and Adapt: Watch their engagement and adjust the activity as needed. If it’s too hard, simplify. If they’re bored, offer something different.
Focus on the Process, Not the Product: The joy is in the doing, not in perfect execution.
Break Down Tasks: If an activity is complex, break it into smaller, manageable steps.
It’s About the Relationship
The activity itself is only one part of the picture. What matters most is how we engage. A so-called “childish” activity, if offered with dignity, choice, and a sense of humor, may still bring joy. But a Montessori-informed approach always asks:
“Is this helping the person feel like a valued adult?”
That is the core of the distinction—and the reason it matters.
Understanding the difference between infantilizing activities and Montessori engagement is not just an academic exercise. It’s a matter of ethics, respect, and quality of life.
When we shift from doing things to people to doing things with people, we change the story of dementia care—from decline and dependency to dignity and possibility.
Click here to see details, registration information & attendee feedback for this popular conference:
‘Creating & Presenting Activities for the Cognitively Impaired’
