Name :Azra

Roll number: D18326

Assignment: Module 2

Course: Preschool / Early childhood (3 to 6 years)

Question/Answer

Q 1: Write a comprehensive note on importance of practical life exercises ?

Answer : Practical Life activities are the activities of everyday life, and they are involved in all
aspects of life. The child observes these activities in the environment and gains knowledge
through the real experience of how to accomplish life skills in a purposeful way. These
activities are cultural and specific to the child’s time and place. Practical Life activities help
to give the child a sense of being and belonging, established through participation in daily
life with us.
Children strive to be helpful in their family environment from a very young age. They want to
make a difference and contribute. Even if they are still developing many of their skills, they
need to be allowed to practice. Activities include sorting, tweezing, tonguing, pouring,
washing, planting, polishing, balancing, cutting or other fine motor and hand-eye
coordination focused activities.

When you allow your child to help, make sure you don’t expect them to do it to your
standard! They are practicing their skills, and you need to acknowledge just that.

Characteristics of Practical Life Activities

 Reality-Based: The activities need to be based on real life. We wash dirty dishes

with real soapy water, we clean shoes with real polish, and we cut fruit with a real
knife. We learn safety by practicing safety
 Not Limited: The activities are limitless, as they will depend on the cultural and
environmental needs, which will vary greatly from environment to environment and
country to country. We need to provide a variety of activities to challenge our curious
minds!
 Name : Azra Roll number :D18326

 One of Each: While there is no limit to the amount of practical life activities you can
have in the environment, there should only be one of each activity. This helps the
child to learn that he has to wait, as life is not always about immediate gratification.
As a result, the materials become more valued. You can always have spare activities
in storage to swap out if one gets broken, but there should only be one on the shelf
at a time.

 Self-Contained: The materials are contained in a basket, tray or set out on a stand

in a particular space. All materials should be complete, prepared and ready for use.
We, the teachers, are responsible for making sure that the activity is prepared with
everything the child needs for successful completion of the activity. This helps the
child’s human tendency and sensitive period for order, and it is this external order
that helps the child to internalize order.
 Complete: The activity needs to be complete. If something needs to be replaced at
the end of the activity we show the child how to re-stock the activity. If the activity is
incomplete for whatever reason, broken or missing component, we need to complete
it or remove it from the shelf.
 Sequential: Each activity has a beginning, middle and end. One of the cues for
beginning an activity can be to put on an apron. The middle is the activity itself. The
end represents cleanup, returning the activity to its original location and returning the
apron to its proper location.
 Manageable Container: The containers must not be too small or too big for the child
to handle. Trays and baskets need to be deep enough to hold contents and thereby
prevent items falling out when being carried.
 Functional: All materials should have a clear purpose and function. There is nothing
worse than a utensil that does not do the intended task. The knife really needs to cut.
If the utensil does not do its intended task, then the child will look for something else
to do with it (inappropriate use). The child will think that he is unable to do the task
that he has seen so many others do. We need to be mindful of the child’s abilities
when testing the materials.
 Child-Sized: Materials must be proportional to the child. Even the size of a sponge
or brush must fit the child’s hand so the child can use it successfully.
 Proportional Items: The materials of an activity must be proportional to each other
and functional in terms of size. For example, the bucket must be small enough for
the child to handle but big enough to hold all the water necessary for the exercise.
 Natural Materials: Natural materials offer more opportunities for multi-sensorial
experiences and are more aesthetically pleasing and feel better to the touch.
 Easily Cleaned: The materials must be cleaned regularly and be hygienic to use.
Natural materials are easier to clean and harbor fewer bacteria.
 Safety: While materials need to be functional, the priority is safety. The use of non-
toxic materials is recommended. Sharp objects need to have rounded ends, and
corners that are sharp should be sanded or covered.
 Orderly: Order must always be in a logical sequence, whether it is how you present
the material or lay the activity out on the shelf. Before a presentation, we lay out the
material in order of use. The activities on the shelf should be ordered from simple to
more complex from left to right.
 Name: Azra Roll number :D18326

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

How do you think this grouping is helpful?

Answer :
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 be 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

a)      Basic Elementary Exercises

b)     Elementary Exercises

c)      Higher Elementary Exercises

2)      Exercises of Personal Care

3)      Grace and Courtesy Exercises

4)      Care of Environment Exercises

Elementary Exercises: These exercises assist in creating routine and order in the environment and are
pre requisite for other activities.

It is sub divided into three categories.

 Name : Azra Roll number :D18326

a)      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.

b)   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.

c)      Higher Elementary Exercises: In these exercises child learn logical and bit more complex activities.
Exercises like walking on the line, silence practice, etc.

      Exercises of Personal Care: These exercises assist in how to deal and take care of one own self. Care of
self may include exercises on how to wash the hands, use the bathroom, brush teeth, wear different
kind of clothes, open and close buttons, lace shoes etc.

Grace and Courtesy Exercises: These exercises assist child to learn manners and how to deal with other
people. It also help child to learn different situation and how to behave and react in different situations.
Child learns how to use the words "excuse me" when he needs to interrupt or ask for help. The child
learns how to give thanks and show his gratitude; how to greet someone and introduce her to others
etc.

Care of Environment Exercises: 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:        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.

Name : Azra Roll number: D18326

Question3:What are the essential point 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.

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.

    v.      Real not a toy: They must be real materials not toys.

 vi.      One for each exercise: Multiple sets of materials so that the children learn individually.

vii.      Adaptable: Must be able to change from culture to culture and be comprised of the same objects the
children would find in their home

viii.      Separation: Materials must be kept separate from other objects found in the environment.     

 ix.      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
Name : Azra Roll number : D18326
c) 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:

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.

·         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.

Name : Azra Roll number: D18326

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.

v)         Take the child to the place where the material is stored.

vi)       Carry the material to the work area.

vii)     Demonstrate the activity.

viii)   Show the child where to return the material when the activity is completed.

4.            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.

Question 4: Try to explain” Formal setting of a table “and “Making a chicken spread sandwitch”in the same
way EPL have been explained in the book for you?

Answer: Formal setting of a table

Material:

• Butter spreader

• A fork, spoon, and knife

• A drinking glass

• Napkin

• Butter plate

• Salad plate
Presentation:

1. To present formal table setting, gather students around the table.

Name : Azra Roll number :D18326

2. Place things on

3. Dinner plate should be place in the middle

4. Put the knife on the right side of the dinner plate and fork and spoon on the left side.

5. Salad plate should place next to fork.

6. Place a glass for water at the top right side of dinner plate.

7. Put the napkin on the dinner plate.

8. Repeat all procedure one time more.

9. Now ask students one by one to do as you did.

Age Group:

3 ½ and onwards

Chicken spread sandwitch

Exercise:

• 1 1/2 to 2 cups minced cooked chicken

• 1/4 to 1/3 cup mayonnaise

• salt and pepper, to taste

• cayenne, garlic, onion powder, your choice, to taste

Preparation:

1. Introduce all ingredients to children first.

2. Then add all ingredients one by one in front of them.

3. Mix them all.

4. Now ask all students to make it one by one.

Name : Azra Roll number:D18326

Question 5: 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:

 Sew
 Lock and unlock the door
 Using hammer and nail
 Wear trouser
 Wear coat
 Climb ladder
 Picking fruit
 Plug power
 Self bath
 Folding blanket
 Shoe polish
 Brush teeth
 Wash table
 Check calendar
 Say sorry
 Say thank you
 House cleaning
 Call emergency telephone numbers
 Table manners
 Wear shoes
 Gracefully laughing
 Respect and obey elders.
 Use trash bin
 Share things with others
 Watering plants
 Planting trees
 Helping each other
 Open and close the door without noise
 Manage books in bag
 Eating and drinking manners.