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P1. 1 Introduction To Practical Life Exercises

The document introduces practical life exercises (PLE) which are meant to develop coordination of movement in children. PLE are divided into four groups: controlling movement, caring for the environment, caring for oneself, and social interactions. When presenting PLE to children, adults should carefully prepare necessary objects, demonstrate tasks slowly without exaggeration, avoid interrupting children, and intervene only to remind of mistakes, not correct directly. The goal is for children to practice exercises independently.

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403 views1 page

P1. 1 Introduction To Practical Life Exercises

The document introduces practical life exercises (PLE) which are meant to develop coordination of movement in children. PLE are divided into four groups: controlling movement, caring for the environment, caring for oneself, and social interactions. When presenting PLE to children, adults should carefully prepare necessary objects, demonstrate tasks slowly without exaggeration, avoid interrupting children, and intervene only to remind of mistakes, not correct directly. The goal is for children to practice exercises independently.

Uploaded by

vtshai
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Introduction to Practical Life Exercises (PLE)

The first means if activity for the development and coordination of movement
are the practical life exercises. These exercises are offered to the child in casa
(children’s houses). The aim of these is to serve the child’s most profound needs.
These exercises form the base or foundation of harmonic development of the
personality. In order to make bit convenient to study them, the practical life exercises
have been divided into four groups: a) exercises for the control of movement, b) care
of the environment, c) care of the person, d) exercises in social relations. These
exercises which are varied have external aims. Each external aim is the first driving
force of an inner activity which is based on profound laws different from laws that
govern the life of the adult.

The task of the adult is to prepare with utmost care the necessary objects. All
the objects needed for the same type of work are grouped together so as the child will
not lose any enthusiasm in the futile search for them. Before the child begins his
work, the adult must do the following: indicate the use of object in the same manner,
moving slowly in position without exaggerating, analyze his own movements, give
useful guides in the child’s activity in a simple expression, never interrupt the child in
his cycle of work, never intervene while the child is working, never impose anything
on the child. Should a child makes a mistake, the adult does not intervene directly but
remembers the error and uses this as a reason for repeating the exercises or other
parallel exercises on some occasion, leading the child to the same analysis of
movements. The teacher presents the same exercises individually or collectively but
leaves the child to practice on it by himself spontaneously. The teacher should both
inspire and show the way leading to perfection.

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