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

The practical life exercises are the beginning activities for young children. These
exercises improve motor control, eye hand coordination and concentration. The
practical life exercises include environmental care, personal care, eating, dining
and many more. Children love these practical life exercises and are also taught
good work habits by being encouraged to complete the whole task. Teaching the
children to be thoughtful of the rights of other children, they are prepared for a
successful citizenship and career. The practical life activities contribute in
valuably to the development of the whole person with inner discipline, self-
direction and a high degree of concentration. In short, practical life exercises are
must that they are exercises so the child learns how to do living activities in a
purposeful way.
Aims of Practical Life Exercises.
The aim of practical life exercises is to facilitate learning through day to day
work in the children home. By entrusting house work to young children, they
learn important lessons& they execute their work with devotion and accuracy.
By doing this they become singularly calm and dignified.

These exercises are foundation to many aspects of Montessori education. The

relationship between movement and cognition, these exercises are particularly
important because they employ the body in the service of the mind to fulfill a
meaningful goal.

Children are attracted to precision in the early years, such that they like to

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know exactly what sequence of steps to carry out in an exercise. According to

Montessori, during the sensitive period between births to 6 years of age the
child is constructing his inner self. Child is preparing himself for the big world,
using his Motor skills and problem solving abilities. Child needs order and
repetition of the same activity to refine certain skills. The child needs to move to
gain balance, grace and confidence.

Children should be exposed to a variety of EPL during early years in the prepared
and home environment. Following points will ensure the importance of EPL in
child’s development.

1. For independence:
It is established that between birth and six years the child is developing, his
mental patterns are getting fixed, and the personality is developing which is
almost determined by the age of six years. By exposing child to EPL a new mode
of freedom and independence is developed in them.

2. For developing love for work:

EPL are also meant to give the children an understanding of the environment
around them and how it works.
Through EPL the love of work also develops in the child, and he enjoys the
activities involved in keeping himself and environment worthwhile for living.

3. For happiness, self satisfaction and self respect:

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Work helps child earn self-esteem, and he enjoys contributing to the betterment
of the society as a good citizen. Happiness and self-satisfaction can be acquired
only if all kinds of work are done in proper way. Similarly, young children should
also be allowed to choose work that they will enjoy doing.

4. For making world a better organized and tidier place:

In Montessori schools we follow the principle... “There is a place for everything,

and everything has a place.” EPL is introducing to make a world a better
organized and tidier place for a child’s development.

5. For perfection of movements:

Nature wants the child to be constantly on the move. This need for movement,
which is irresistible in childhood, apparently diminishes as we grow older. Thus,
more
developed the child is, the more obedient are his instrument of motion to his
will.

6.For normalization of the child:

Every child undergoes sensitive periods during O-6 years of age which he goes
through certain strong urges to have experience appropriate for development. If
these urges are suppressed by the environment or the adults, which means the
child does not get opportunities to have appropriate experiences, he tends to

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get deviated. Fulfillment of inner urges leads the child to normality which is the
spiritual goal of EPL.
7.For avoiding personality disorders:
As Dr. Maria Montessori state “sensitive period” are those peak time when
nature allows a person to learn something the best way. This time is temporary
and once it is lost it does not come back again. Therefore, we must be aware of
child’s natural urges by observing what type of activities interest him the most.
Maximum opportunities should be made available to child during this phase for
development and maximizing learning.

Two main purposes of practical life exercises:

First is the dignity of work. In the past, the child had an opportunity in the home
to fold clothes, pour water, fetch and sweep. As a result, children developed
motor skills of grace and fluid movement at an early age. More importantly,
children developed competent participation around the home and the rest of
their environment.

Second reason for the practical life exercises is to enable children to organize
themselves as functional human beings. To do this we must begin by the time
the child is two years old, primarily physical and primarily concerned with
himself, 6e must help him to become master of himself and then he will be able
to master other things.

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 Q2: Explain the different groups of exercises of practical life. How do you think
this grouping is helpful?

Different groups of exercises of practical life in Montessori system :

Through exercises of practical life EPL a child not only learns concentration,
coordination, independence and order, but also how to interact with others and
gain an understanding and appreciation of the environment. The child begins to
build himself from within while learning to treat him and others with respect and
dignity. These understandings ultimately prepare the child for entry into society
and a lifetime of self-respect and self-worthiness. EPL ultimately provides the
foundation for success in all areas of life. The prepared environment is directly
correlated to the child’s development. The classroom is specifically designed
area arranged solely for the children. There should b a variety of movement and
activity and all work operates together through discipline. Children respond well
to beauty, order and quality in their environment. EPL are divided into four main
groups
1: Elementary Exercises
Basic Elementary Exercises
Elementary Exercises
Higher Elementary Exercises

2: Exercises of Personal Care

3: Grace and Courtesy Exercises
4: Care of Environment Exercises

1.Elementary Exercises:
These exercises assist in creating routine and order in the environment and are

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pre requisite for other activities. It is sub divided into three categories.

Basic Elementary Exercises:

In these exercises child learn fundamental activities involve muscle and mind
coordination. Exercises like taking object holding it and put it back, open and
close the door, etc.

Elementary Exercises:
In these exercises child learn a bit more advance and complex activities using
muscle and mind coordination. Exercises like rolling and unrolling of mats,
holding a chair, pouring rice from one jug to another, etc.

Higher Elementary Exercises:

In these exercises child learn logical and bit more complex activities. Exercises
like walking on the line, silence practice, etc.
2.Exercise of personal care:

These exercises help to assist child to take care of himself, gain confidence and
groom himself. Care of self may include exercises on how to wash hands, comb
hair, brush teeth, dressing frames etc.

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3.Exercises of grace and courtesy:

Through these activities the child learns to be polite, use basic manners, how to
go around the society. Table manner, how to carry a chair, how to be silent, use
of thank you/ sorry/ please, etc. are good examples.
4. Exercises of care of environment:

In these exercises child learn how to take care of environment. Care of the
environment may include exercises on organizing the clutter, sorting and putting
things in the right places, dusting shelves, sweeping the floor, mopping if there is
a spill, raking the outdoor area, taking care of the plants, trees, animals etc.

Importance of EPL Grouping:

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EPL grouping helps to aid the child to develop his coordination in movement, his
balance and his gracefulness in his environment as well as his need to develop
the power of silent. Children are naturally interested in activities they have
witnessed. During the child’s sensitive period between birth and six, the child is
constructing the inner building blocks of his person. By grouping these exercises
child manage to grasp each and every activity. Child learn from basic to complex,
from self-control to care of environment, from grace to courtesy each and
everything learned step by step. It helped the child in his entire coming life.
When child learn basic motor skills and then advance complex and logical skills,
he become more confident and satisfied then other children. More importantly,
when the child is later taught a skill or an academic accomplishment, it becomes
a part of him.

Q3: What are the essential points that we should keep in mind while
presenting EPL?

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Children are naturally interested in activities they have witnessed. It is therefore

the directress’s task to demonstrate the correct way of doing exercises in a way
that allows a child that observes the child to fully observe the movements. The
material used in EPL can be characterized as follows:
 Physical proportions: they must be the right size for the child to handle.
 Physically proportionate: their function must be clear to the child.
 Attractive and good quality: material must be beautiful and attracts the
child.
 Clean and well maintained: the material must be kept intact. Avoid too
much material from which a child can choose.
 Real not a toy: they must be real material not toys.

 One for each exercise: multiple sets of material so the child learns
individually.
 Adaptable: must be able to change from culture to culture and be
compromised of same objects the child would find in their home.

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 Separation: material must be kept separate from other object found in the
environment.

 Non-toxic detergent: detergents and cleaning agents must be non-toxic and

diluted with 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.
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.

Indirect Presentation: The indirect presentations are defined as when a child is

watching the teacher make a presentation and paying attention to the lesson

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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.6hile presenting any EPL in front of a child teacher or elder should know
these four basic principles.

Choosing Activities: Chile 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.
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.

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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.

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.
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

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material. There is no right or wrong way to present. Some ways are simply better
and more efficient.
Procedure:
1: Give lessons in a relaxed, happy and gentle manner.
2: Model courtesy, quiet and graceful movements, enthusiasm, zest for learning,
a helping spirit, and a positive and pleasant attitude about work.
3: Keep the lessons short and simple. Follow a flexible sequence when
introducing exercises.
4: Invite the child. Tell him what you are going to demonstrate.
5: Take the child to the place where the material is stored.
6: Carry the material to the work area.
7: Demonstrate the activity.
8: 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.

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a) Remove activities that are no longer being used.

b) Catch 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.

Q4: Try to explain ‘FORMAL SETTING OF A TABLE’ and ‘MALKING OF A CHICKEN

SPREAD SANDWICH’ in the same ay EPL have been explained in this book for
you.

Formal setting of a table:

MATERIAL:
 dinner plate
 Dinner knife
 Spoon

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 Dinner fork
 Napkin
 Water glass
 Dinner mat
PRESENTATION:
> To present formal table setting, gather the students around the table.
> Place things on your right side first.
> Place dinner mat first on the table.
> Then place dinner plate in the middle of the mat.
> Put the dinner knife and spoon on the right side of the plate and napkin
on the left side underneath fork.
> Place glass of water on right top corner of the dinner mat.
> Repeat all the procedure one more time if needed.
> Now ask the students to set their own table by looking at your table.
AGE GROUP:
4 and onwards.

Making a chickens spread sandwich:

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MATERIAL:
 ½ cup boiled shredded chicken
 ¼ cup mayonnaise
 Whole wheat bread
 Salt and pepper to taste
 Tooth picks
 Sliced cucumbers, tomatoes, hard boiled eggs.

Presentation:
>To make chicken spread sandwich, gathers all the students around the table
and introduce all the ingredients to them.
> Place all the material on the table.
> Now combine boiled chicken, mayonnaise, salt and pepper in a bowl.
> Then spread the mixture and bread slices.
> After that decorate the sandwich with cucumber, tomatoes or boiled egg slice.

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> Repeat the process one to two times.

> Now ask the students to make sandwiches their self.
Age group:
4 to 5 years.

Q5: Write just the names of as many EPL as possible (that you think a child can
do) and which are not mentioned in this book.

Montessori practical life exercises:

EPL are the traditional works of the family and home. They can be broken down
in four categories:

1. Elementary exercises: carry8ing a tray, pouring water, spoon grain, walking on

a line etc.

2. Exercises of personal care: dressing, brushing, bathing, combing, preparing

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food etc.

3. Grace and courtesy: table manners, greeting others, saying words like
‘please’, ‘thank you’, ‘sorry’.
4. Care of environment: cleaning, sweeping, dusting, gardening, etc.
Each activity is carefully analyzed and broken down into successive steps so that
the child may practice each step repeatedly until he has mastered the skill.
Adults must model these activities, not must the mechanics of the process, but
also the joy that is to be found in a job well done. If the adults lack enthusiasm,
the child will learn that it is not a worthwhile task and will not want to continue.
6e can delight together in dishes that are clean and ready for use at our next
meal or in a well-set table.
So, what can be done to extend the practical life activities in the home? First off,
make sure that the materials you use are child-size. Why is this important? Well,
I think about it this way. As an adult, I have several paring knives that I have
bought or received over the years. My favorite, however, is the very first one |
ever received, even though the tip is broken off and the blade is wobbly. Why is
it my favorite?
Because it fits my hands just right. The other ones just don’t feel right to me. This
is the difference between a child learning how to work using materials that fit
her just right and trying to adapt an adult-size tool to a child-size body.
Remember that practical life activities are the routines and rituals that adults
perform daily in order to maintain their environment. Here are a few examples

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of how to invite your child to continue these valuable practical life lessons at
home:

Elementary activities
 Pouring and transferring liquids and dry ingredients without spilling.
 Using scissors.
 Stirring.
 Opening and closing lids.
 Walking on a zigzag line.
 Measuring liquids or dry ingredients.
Exercise of personal care

 Washing hair.
 Washing face.
 Dressing or undressing.
 Setting up the bed.
 Folding blankets.
 Setting up the toys after use.
 Hanging clothes.
 Using towel.
 Hanging up towel after use.
 Peeling fruits and vegetables.
 Using kitchen tools.

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 Helping mother in house chores.

 Activities of grace and courtesy

 How to greet someone.

 How to answer telephone.
 How to get up from table.
 How to hand someone something.
 Table manners.
 Eating manners.
 How to interrupt when necessary.
 How to open and close door.
 Walking without bumping the objects or people.

Care of the environment

 Dusting.
 Vacuuming.
 Polishing furniture.
 Mopping, sweeping or cleaning floor.
 Paint flower pots.
 Cutting extra leaves of plants.

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 Sorting laundry.
 Matching socks.
 Washing dishes.
 Arranging flowers.
 Cleaning up spills.
 Caring for pets.
 Watering and caring for house plants.

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