Exercises of Practical Life (EPL)

Assignment Module 2

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Q1: Write a comprehensive note on the importance of
practical life exercises.

Answer : The Importance of Practical Life Exercises:

Introduction:
The Importance of Practical Life Exercises are those
exercises which helps a child to learn meaningful activities in a purposeful way.
It helps in daily life because it is actually those actions which are normally
performed by every day. EPL exercises are those exercises of daily life which are
performed by the adult in different situation. The adults perform these activities
for maintaining and restoring proper living conditions. There are unlimited
practical life exercises in a Montessori house of children. By doing Epl children
get use to and are able to do series of simpler to complex last of daily life.
Religious teachings and practices can also be incorporated into, like how to
pray, greet others, drink water, start a task, knock at the door, etc.
The Importance for Developing, Happiness, Self-Satisfaction & Self-Respect:
During 0-3 years the child loves to do work at home and learn. Through EPL the
love of work also develops in the child, and he enjoys the activities involved in
keeping himself and the environment worthwhile for living.
When All this work, actually, gives the child high self-esteem and feeling of

being important. When work habits are formed it must be shown to the child
that he has to be helpful for all… not just for himself. The adult, who has to a
Since this age proceeds quickly, if this time is used properly and all the activities
are taught seriously, the child in his later life would be well equipped to

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maintain the house, which in the modern age requires a lot of dexterity. All this
work requires high intelligence and skills. We teach these activities to a child we
should be generous in our support and praise to the child, because at this stage
he works hard, ardently and passionately. We should show our interest and
delight to make him feel important. The children who come to a Montessori
school are those who are actually being prepared for maturity. It is very

essential to provide opportunities for learning which aim on acquiring the basic
skills to prepare each child for future responsibilities.
The child naturally has an urge to acquire these skills. A young child who has
had the opportunity to help his mother in the house gets to learn all these skills
form her. He develops in intelligence and has a fulfilled feeling of satisfaction
because he can see that he is involved in an important work which is done by
adults and is of value. The child gets the contentment and knowledge of the fact
that he is doing something worthwhile which is leading him to independence. If
we stop the child from working it is stopping him from developing. Words like
“Go away and play” means “You are worthless and not suitable for anything.
Take a toy and play with it because no real and purposeful things can be given
to you, the real things are only for me!”

Q2:Explain the different groups of exercises of practical life.

How do you think this grouping is helpful?
3 : The different groups of exercises of practical life.
We are divided into four main groups:
1) Elementary Exercises
a) Basic Elementary Exercises
b) Elementary Exercises
c) Higher Elementary Exercises

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2) Exercises of Personal Care
3) Grace and Courtesy Exercises
4) Care of Environment Exercises
I think this grouping is helpful for The Exercises of Practical Life details of these
points are

1) Elementary Exercises
These exercises assist in creating routine and order in the environment and are
pre requisite for other activities. Elementary exercises are further sub-divided

into three groups.

a) Basic Elementary Exercises

These activities involve very basic movements, mostly involving how to hold
and place objects. Elementary Exercises
The movements involved in this category are a bit more complex and advanced
than basic elementary exercises, but altogether they are also done within a
short period of time.
b) Higher elementary Exercise
Same sort of work is involved in these exercises but they are more logical and
slightly more complex than the previous group of exercises.
2) Exercises of Personal Care

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These exercises help the child to take care of himself, gain confidence and
groom himself.

3.Grace and Courtesy Exercise

Through these activities the child learns to be polite, use basic manners and
how to go around the society.
4. Care of Environment
Exercises of care of both outdoor and indoor environments are components of
this category. The child learns to take care of the environment, how to keep it
clean and how to restore and maintain proper living conditions, indoor putting
things in the right places.

Q3: What are the essential points that we should keep in mind
while presenting EPL?
Answer : Children are naturally interested in activities they have witnessed.
It is therefore the directress’s task to demonstrate the correct way of doing
these exercises in a way that allows the child to fully observe the movement.
Correctness of the technique of the directresses’ presentation is of high value in
the learning process of the child. The first basic is that the directress, before she
attempts a presentation in front of a child, must practice the activity as many
times as possible so that the possibility for any sort of errors is as less as
possible.

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There are two kinds of presentations
• Individual presentation
• Group Presentation
These basic points are not just related to the presentation of EPL’s but will be
followed in making presentation of any topic like exercises of sensory
development, mathematics, language, handwork, culture, etc.

Individual Presentation:
Only one child is taken in this presentation.

Following are the points which are to be kept in mind while presenting an
exercise.
1.The material must be placed at the eye level of the child so that the
child gets interested in it and likes to work with it.

2. Order of placing things is also of high importance. Use the rule “a thing for a
place and a place for a thing”.
3. The material must be ready before presentation.
4. Take the consent of the child by saying “Would you like me to show you how
we work with it?”
5. Brief him about the material, tell him the ground rules of how to use the
material and pointing out its place where it is to be returned.
6. Take the material to the workplace with the help.
7. In a graceful, cheerful and relaxed way give presentation. Do it with an
economy of language (which means only absolutely necessary words should be
used) and an economy of movements (which means only the necessary

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movements should be followed). Keep the principle in mind “you should not
speak while demonstrating and you should not demonstrate while speaking”.
8. Make sure that the presentation must be brief and lively.
9. After the demonstration, invite the child to carry on with the activity.

10. Leave the child. Let the child work with the material for as long as he likes.
Do not interrupt.
11. The material must be placed back at its proper place after work.
12. Our objective should be that at the end of presentation the child should be
able to work independently. Our goal should be to bring him into a mental state
when his natural interest to carry on with the exercise himself is kindled. We
should not expect him to do the exercise perfectly. Sometimes he needs more
than one presentations.

Group Presentation:
Most of the time individual presentations are given.

However, sometimes group teaching is also carried out in the classroom. The
same rules, as mentioned above, must be kept in mind while making a group
presentation but there are a few other important points to observe.
1. Only if all the children in the group are in the mood to take instructions and
obey, go ahead with the presentation.
2. If you, however, feel that any one of the children would disturb the class, do
not continue, and rather give individual presentations.
3. At the end of the presentation each child must be given separate material to
do individual work. (Giving separate material makes the children busy at once,
and avoids the lack of concentration and frustration which the child has to face
while he waits for the material to get free).
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The materials used in the EPL can be characterized as follows:
i. Physical proportions: They must be the right size for the child to
handle.
ii. Psychically proportionate: Their function must be clear to the child.
iii. Attractive and good quality: Materials must be beautiful and attract
the child.

iv. Clean and well maintained: The materials must be kept intact. Avoid too
many material from which child can choose.
iv. Real not a toy: They must be real materials not toys.
v. One for each exercise: Multiple sets of materials so that the children
learn individually.
vi. Adaptable: Must be able to change from culture to culture and be
comprised of the same objects the children would find in their home.
vii. Separation: Materials must be kept separate from other objects found
in the environment.
viii. Non-Toxic Detergents: Detergents and cleaning solutions must be non-
toxic or diluted in water.
Two ways to give EPL: The presentations for EPL can be collective or individual
depending on the child’s needs and the nature of the activity. It can be direct or
indirect.
a) Direct Presentation: Direct presentations are when we introduce an activity
to the child. Analysis of movement is necessary when giving a presentation to
help the child understand the movements necessary and the sequence of
movements.
b) Indirect Presentation: The indirect presentations are defined as when a child
is watching the teacher make a presentation and paying attention to the lesson
without the teacher being aware of it. This can be more important than the
direct presentation, for the teacher is the biggest piece of Montessori material.
While presenting any EPL in front of a child teacher or elder should know these
four basic principles:

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 1. Choosing Activities: While choosing any activity all material is clean non-
toxic. Teacher should first practice a lot before presenting it in front of a
child. The exercises taught must be done in the way the children see
them done in their own homes.

2. Setting Up: The practical life area must have a place for everything within
reach of the children. For example, hooks to hang the brooms and apron,
dust pan, mop, duster, and aprons should be within easy reach of the
children.
• The practical life area is best arranged near the sink, as water is needed for
some of the activities.
• In setting up a classroom, provision must be made to practice all types of
housework the child sees done at home. Furniture of all types must be chosen
with various surfaces. In this way, children can learn to clean some plain
unvarnished wood, some polished, and some painted surfaces.
• Things used in the class must include some made of brass and silver so that
children can learn how to polish brass and silver. These materials should not be
provided in the room only as exercises, but to serve other useful purposes as
well.
• Children need to learn to wash various types of fabrics. Aprons, dusters, dish
towels, etc., should be chosen so different fabrics are represented like linen,
denim, cotton, etc.
3. Presenting Activities – Guidelines:
• For all practical life activities, teacher and child should wear aprons and roll
up their sleeves.
• Child is shown how to work without making a mess. The child should stand a
little away from a table or sink so as not to lean his stomach on a wet surface.
• The child is also shown how to clean up after an exercise and is encouraged,
but not forced, to do so.

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• A child is shown how to put material away, rinsing and drying where
necessary, and how to hang up the apron. They are helped and encouraged to
be orderly but never forced.
When giving any new lesson, teacher will point out the directions on the
cleaning agent containers to the child. If written with red, she will tell the child
that these are most important and should be read first.
• Teacher practice each activity enough so that she feel very secure with the
material. There is no right or wrong way to present. Some ways are simply
better and more efficient.
• Procedure:
i) Give lessons in a relaxed, happy and gentle manner
ii) Model courtesy, quiet and graceful movements, enthusiasm, zest for
learning, a helping spirit, and a positive and pleasant attitude about
work.
iii) Keep the lessons short and simple. Follow a flexible sequence when
introducing exercises.
iv) Invite the child. Tell him what you are going to demonstrate.
iv) Take the child to the place where the material is stored.
v) Carry the material to the work area.
vi) Demonstrate the activity.
vii) Show the child where to return the material when the activity is
completed.
Evaluation: Observe children at work to determine when activities need to be
simplified, when the environment needs to be modified, and what is currently
catching the interest of your children.
a) Remove activities that are no longer being used.
b) Watch child used material appropriately and make a mental note.
c) Don’t disturb the child while he is doing any activity, either doing wrong.
Repeat lessons as needed at a neutral time.
d) Appreciate the concentration, the mastery of any work.

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Q4: Explain “Formal setting of a Table” and “Making a Chicken
Spread Sandwich” in the same way EPL have been explained
in this book for you.
Answer: Formal setting of a Table:

Material:
• 1 Table mat
• 1 Plate
• 1 Glass
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• 1 Spoon
• 1 Knife
• 1 Fork
• 1 Napkin
• 1 large wooden tray (optional)
Presentation:
1. Prepare a child-sized table for the presentation and place a chair in front
of the table. Invite the child by asking him/her whether they would like to

learn to set up a formal table.

2. Bring the appropriate material from the place where it is stored to the
workplace with the help of the child. The material must be kept at the child’s
eye level.
3. The child can be demonstrated how to set the table using the large wooden
tray or directly onto the table. In this presentation the demonstration is being
done directly onto the table.
4. Pick up the place mat by holding the top right corner with your right thumb
and index finger and the top left corner with our left thumb and index finger.
Lift the table mat on the table right in front of the chair.

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5. Flatten out the mat so that it does not have any wrinkles in it.
6. Pick up the plate by holding it from its rims with both hands in such a way
that the thumbs of both hands are on the upper side and fingers should be
underneath the plate for support.
7. Lift the plate and place it in the middle of the table mat without making a
sound.
8. Pick up the napkin in such a way that your thumb is on the lower side and
fingers are on the upper side of the napkin.
9. Lift the napkin and place it on the left side of the plate. (Please note: different
variations of the position of the napkin are used. In this presentation the
simplest napkin position is being used for the convenience of the child who is
learning to set the table for the first time.) Keep the napkin in line with the plate
so that it looks balanced.
10. If the napkin needs to be folded, hold its corners with your thumb and index
fingers and bring the corners a bit higher. Put them on the opposite corners. If
required double fold from left to right. After folding smooth out the crease.
11. Pick up the fork with your index finger and thumb such that the thumb is on
the upper side and index finger is on the lower side of the holding part (handle)
of the fork.
12. Place the fork gently on the left side of the plate on top of the napkin. Make
sure the fork is in line with the plate.
13. Pick up the knife in the same manner as the fork. Place it on the right hand
side of the plate in such a manner that the sharp edge of the knife faces the
plate. The fork, plate and knife should all be in line and in a balanced position.
14. Pick up the spoon and place it on the right side of the knife. Keep it in a
balanced line with the knife.
15. Pick up the glass in such a way that the thumb of right hand is on your side
and four fingers on the opposite side, while the palm of the left hand may be
used to support the glass. Place it on the right side of the table mat just above
the knife and spoon, without making a sound.

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16. Invite the child to use the material to practice the activity himself.

17. After the child has finished the activity he should be shown where the
material must be placed.
18. The child may be allowed to use the material anytime for practicing.
Points of Interest:
• Remembering where and how to place the various items
• Keeping the items in balance with each other
• Maintaining balance while holding and carrying different utensils
• Concentration
Control of Error:
• Dropping glass, plate or other utensils
• Making sound while placing different utensils on the table.
Direct Aim:
Learn to set up a table while coping independently with the various items and
remembering their right places.
Indirect Aim:
• Hand eye coordination
• Balance
• Perfection of movement
• Concentration
Age Group: 3 years and onwards

Making a Chicken Spread Sandwich:

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1. Get your leftover chicken meat and chop it up. I like my chicken spread to be
quite chunky, so I don’t chop it all that finely, but you can make it however you
like.

2. Put the chicken pieces into a bowl and add several dollops of mayonnaise. My
husband likes it really creamy, so I have to put extra mayo in for him!
3. Add salt and pepper to taste, and stir the mixture together.
4. Add hot sauce, garlic paste, or sweetcorn – or all three, if you’re feeling

adventurous!
5. Get two pieces of bread, and butter them if you want. I’m on a diet at the
moment, so I’ve been skipping the butter – you don’t need it, as the
mayonnaise will make the sandwich nice and moist.
6. Put a layer of salad onto one piece of bread, if you’re into that.
7. Spoon the chicken mixture onto the piece of bread with the salad on – this
makes
8. Lay the other piece of bread on top, and press down gently.
9. Cut the sandwich into however many pieces you’d like.

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Q5: Write just the names of as many EPL as possible (that you
think a child can do) and which are not mentioned in the
book.
Answer : The names of as many EPL:
https://guidepostmontessori.com/blog/practical-life-activities-montessori-
method
Dressing oneself
Knowing parts of the body
Putting on jacket and zipping it
Hanging jacket on low hook
Putting clean clothes in drawer
Washing hands & drying hands with paper towel & throwing towel away in the
trash
Blowing nose and throwing away tissue properly
Table manners
Setting the dinner table
https://youtu.be/rw48CNJmu4g
Cleaning up spills with a sponge
Polishing shoes
Fastening clothes on a line with clothes pins or pegs
Using scissors with skill
Washing linen or dolls clothes on a wash board (you can buy these at a
hardware store)
Learning home address and phone number

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Pouring beans, rice, sugar, etc. without spilling
Pouring liquids without spilling
Sitting on the line
Sitting next to the line
Walking on the line
Carrying objects without dropping them
Carrying liquids without spilling
Walking without knocking into furniture or people
Dancing without knocking into furniture or people
Using knives with good control
Cracking nuts
Putting materials, books, and toys away on the shelves
Working carefully and neatly
Dusting and polishing exercises
Sweeping with small broom and dust pan
Flower arranging
Caring for plants
Caring for animals
Folding napkins, towels and own clothing
Simple use of needle and thread
Use of tweezers, tongs, eyedroppers, and locks
Spooning exercises
Small hammer and nails to make wood projects out of scrap lumber
Weaving and bead stringing

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Sorting Beads
Sorting and Sequencing
Sorting Colors with Magnet
Activity with soap dish
Marbles and bath mat
Sorting According to Height
Sewing
Braiding
Stamping
Modeling with clay
Cutting and pasting
Simple cooking and food preparation and baking with mom or
This handy cooking stool makes cooking much easier and enjoyable.
Here are some favorite kitchen activities:
Using an old fashioned egg beater or whisk
Sifting flour
Scooping flour, sugar, salt, etc. with large and small scoops washing vegetables
and fruit, peeling with a vegetable peeler
Spreading (like peanut butter on a cracker)
Stirring mixture
Basting with a large turkey baster
Using a ladle
Opening and closing lids
Screwing and unscrewing lids on jars
Dish washing and washing table with a sponge
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Using a rolling

pinhttps://www.pinterest.ca/NAMCmontessori/montessori-practical-life-
activities/

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