Pakistan Montessori Council Jihan S Ahmed

Module 2 Roll # DK2529

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

Exercises of practical life (EPL) are everyday tasks typically conducted by

adults to maintain living situations. These exercises are introduced to
children in Montessori schools to help them fulfill their urges (caused by
sensitive periods), in addition to developing their motor skills, hand-eye
coordination, and concentration. They progressively teach the child to be
"independent." Only when a child is able to care for himself will he be able to
contribute to his community and care for the world around him.

In a Montessori classroom, exercises of practical life are the first activities

which are introduced to the child. Dr. Montessori recognized that a child has
an innate urge to perform tasks that adults conduct on a regular basis. As
the child experiences sensitive periods these intentional activities address
that inner urge by providing purpose and direction. The EPL involves two
links for children. One is between home and outside work because the
materials and tools are available at home. The second link is between the
child and nature. EPL offers a systematic approach to teaching foundational
skills ranging from simple to complex activities that develop a child's
cognition and mobility, ultimately leading the child towards independence.

Importance of Exercises of Practical Life

Independence:
EPL enables a child to be self-sufficient. It allows the child to do things on his
own rather than having others do it for him. Being independent becomes a
personality trait within him that will serve him well in the future. Only
through self-motivated efforts will a child discover the joy of learning.

Developing Love for Work:

EPL instills a love of work in children through real-life, hands-on experiences.
The ability and flexibility to repeat, build attentiveness, and motions inspires
the child to care for himself and his surroundings. It also evokes in the child
a sense of being valued and respected.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Self-satisfaction & self-respect:

EPL allows a child to select activities that address his or her specific needs. It
instills good 'work habits' in the child because his 'part' is recognised as a
contributing aspect to the house's functionality. This work ethic will be an
asset that the child will carry with him into adulthood. When compared to a
child who is dismissed and told to "play" even when he wants to help, that
child will eventually lose self-esteem and desire in "work." A child who is
provided the freedom to perform activities that he witnesses adults perform,
develops respect for himself, his work, and his environment.

"The child can only develop by means of experience in his environment. We

call such experience work."

When a child is given the freedom to choose a variety of activities, he feels

pleasure and self-satisfaction. It helps the child recognise what he enjoys
doing, which is important when deciding on a career. When a child enters a
Montessori classroom, he is free to select activities that satisfy his specific
needs. Adults should praise and recognise the child's efforts. This affirms
that his 'work' is meaningful and valued, resulting in a heightened sense of
self-respect and self-satisfaction.

For Making World a Better Organized and Tidier Place:

Dr. Montessori recognised that children have a sensitive period for order. The
child's developmental stage requires order in both his routine and his
environment. Thus, the rule in a Montessori classroom is, 'a place for
everything and everything has a place.' The child's inherent desire for order
and the environment enabling that desire, allows him to construct himself in
an orderly manner. All EPL commence with child-sized materials being
obtained from low-lying shelves that are easily accessible to the child1. The
process of placing the materials back on the shelf is part of the
presentation2. This supports the child's need for order and instills good work
habits within the child. If the child refuses to put the things away, adults
should encourage others to 'assist the child' or volunteer 'helping the child
put the materials back.' This ultimately creates a sense of recognition that

1
All shelves have a basic minimum of materials as too many activities in one shelf leads to clutter and
also confuses the child.
2
This is done after the child has finished working with the activity. The directress needs to observe the
child to know when to come back and show the last part of the presentation that focuses on putting
materials back.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

whoever uses that material next will do so in ease because materials were
put back in their respective place.

Learning to Give and Take Help Gracefully:

Since Montessori classes are mixed-age, older and younger children provide
and accept assistance with grace. Adults find it difficult to ask for help, while
children within a Montessori environment receive help with openness and
offer assistance whenever they can. This, in turn, fosters strong work habits
in children.

The goal is to raise consciousness and appreciation for all types of work. It is
not one person's responsibility to 'maintain' his environment. In a Montessori
classroom, children are responsible for preserving order, cleaning, and
maintaining their environment. As a result, everyone is equally accountable
for the classroom's functionality and upkeep, both inside and outdoors.

Passing on Good Work Habits to the Next Generations:

The biggest role model for a child are the adults around him. Children learn
through imitation. If adults whine while working, belittle certain chores, or
make scornful facial gestures while executing a chore, the child will replicate
that. Children require grownups who are conscious of their attitude while
working so that they grow up to be exceptional role models with good work
habits for future generations to emulate.

In a Montessori classroom, EPL presentations are delivered with excitement

and cheerfulness, so that the child can match that energy when completing
the activity himself.

Perfection of Movements:
The child has an inherent desire to consistently move. It assists the child
with developing obedience through the use of motor impulses on his own
volition. The more opportunities the child gets to develop his movement, the
better he will be at controlling his motor impulses according to his will.

EPL develops both major and small muscles through the precise portrayal of
movement. Movement awareness is not instinctive, but rather the result of
deliberate voluntary actions. Repetition allows the child to practice and
improve these movements.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Normalization of the Child:

The duration of sensitivity ranges from 0 to 7 years. Every child has strong
desires, which require suitable circumstances for a child's development. If a
child's desires are not satisfied, he or she will deviate.

EPL helps children satisfy their inner desires, which meets their
developmental needs. As a result, nurturing a child to normalcy.

Developing Love of the Universe:

EPL activities include personal care, environmental care, care of living
things, and grace and courtesy exercises. These activities teach the child
responsibility and respect for himself, his environment, individuals around
him, as well as other living things that inhabit the environment. 'Care'
becomes an important feature of his personality as EPL supports and
develops the nurturing aspects of him.

Avoiding Personality Disorders:

When a child's inner desires are not provided adequate channels to develop,
the child deviates. Furthermore, these deviant children suffer throughout
their lives because the adults around them impede their learning. Sensitive
periods, their absorbent minds, and EPL were not used efficiently or
effectively to meet their developmental needs, resulting in irregularities and
omissions in their learning process. This impediment, this deprivation of
opportunities, and the lack of the capacity to satisfy inner desires can result
in personality disorders in children. Disorders that will remain with them for
the rest of their lives.

Learning opportunities should be maximized and made accessible throughout

this phase of development.

If EPL is introduced at the right age, then carrying them out happily for the
rest of his life becomes a part of the child’s personality.

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

Practical means basic, useful, purposeful and life means the way of living.
Therefore, practical life means exercises that children learn to do in their
daily life in a purposeful way.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Practical life exercises have been categorized into four groups.

1. Elementary Exercises
Basic Elementary Exercises:
These exercises are simple with usually a one-step approach and can be
achieved in a short span of time. These exercises allow access to continuous
repetition of movements. For example: the child will learn the correct way to
hold a jug. These exercises will form a base for other exercises that will
follow.
Elementary exercises
These exercises are slightly more complex than basic elementary exercises.
They require more precision while performing them. For example: before the
child learnt to hold a jug, at this stage the child would learn to pour water
from one jug to another. During this stage, the child must concentrate
ensuring not to spill while transferring the water.
These exercises are also completed in a short span of time but they require
a greater level of hand-eye coordination, his movements and focus.
Higher Elementary exercises
These activities are more complex than the other two stages. The first two
stages prepare the child for the ‘work’ and ‘logic’ needed for such exercises.
For example: the child will now learn to pour water into multiple glasses
without spilling any water. The child’s movements, hand-eye coordination
and focus is further developed and perfected during this stage.

2. Personal Care exercises:

These exercises focus on helping the child develop skills to assist himself
within his daily life. The child learns to look after himself (brush teeth, wash
face, dress up, wear shoes) and he also learns to prepare food for himself.
These exercises aid in the child becoming self-reliant and independent.

3. Grace and Courtesy exercises:

These exercises teach the child how to interact with those around him. They
focus on the appropriate way to conduct oneself when around others. For
example: the child is taught how to interrupt someone when they are
speaking or how to introduce themselves when they meet someone for the
first time. All these exercises instill the concept of conducting yourself with
grace and being courteous towards others.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

4. Care of the environment exercises:

As the child knows how to take care of himself, these activities focus on
allowing the child to connect, respect and take responsibility for the
environment around him. Being independent is one important aspect but it is
equally important to give back and contribute towards maintaining, looking
after and respecting the environment as well. This aspect of EPL allows the
child to recognize that there are responsibilities beyond himself that are
equally important.
Examples of such activities are: dusting, sweeping, washing clothes,
collecting leaves, planting seeds. (consists of activities for indoor and
outdoor maintenance as well as caring for other living things)

Benefit of grouping:
EPL are critical in the development of a child's hand-eye coordination, focus,
and motor abilities. Every activity apart of EPL contribute to the
development of the child's personality. They instil attributes and work habits
that will serve him well throughout his life. The methodical strategy of
teaching activities that progress from simple to complex enables the child to
refine and perfect his acquired skills. The division of the groups with EPL,
teaches the child that maintaining his physical environment spans beyond
himself and into his surroundings. The elementary exercises divisions within
themselves create a foundation for next, but on the whole, they help pave
the way for all subsequent exercises of practical life. The EPL grouping
begins with what the child requires in order to develop self-reliance.
Following that, it advances towards building the competencies the child will
need to care for his environment as well as abilities that will allow him to
socially engage with others. Caring is emphasized for self and highlights the
need of caring for others. It evolves by developing the ability to function
independently and advances to working as a whole within your environment
and society.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Q3. What are the essential points we should keep in mind while presenting
practical life exercises?

Children are naturally drawn to activities that they encounter in their

environment. Therefore, the directress is responsible for presenting perfect
techniques so that the child can thoroughly observe every movement.

The materials of EPL should be:

● Good quality materials
● Appropriate size for the child.
● The material's purpose should be clear to the child.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

● Appealing to the child.

● Kept in good working condition.
● Should be cleaned and washed regularly.
● They must be realistic materials, not toys.
● A variety of resources are available so that the students can learn on
their own.
● It must be possible to transition from one culture to another while
preserving the same objects that children would experience at home.
● Material must be distinguished from other objects in the surroundings.
● Non-toxic detergents and cleaning solutions must be used or diluted
with water.

Setting up:
● The EPL area must have all materials within easy access of the child.
(availability of hook, aprons, dusters)
● The EPL area should be located next or near to a sink because some
activities require water.
● Different surfaces of furniture should be present within the classroom
so that children can practice. (variety in textures).
● Washing activities should have a diverse range of clothes.
● When presenting or working with water, the directress and the child
should wear plastic aprons and roll up their sleeves.
● Wear a clean cloth for cooking exercises.
● When activities involve the sink, the directress should demonstrate
how to stand a little away from the sink. She should also show how to
wipe away any spills that may have occurred after the presentation is
over.
● The rule must be observed, ‘a place for everything, everything has a
place.’
● Materials in the EPL should be minimum. There should not be clutter or
too many choices. This way a child is able to notice when materials are
missing from its place and they are able to choose activities without
getting easily confused. The directress should not use color codes or
make them remember where materials are placed, rather the child
should develop his observation skills in order to remember where each
material is placed.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Presenting Activities Guidelines:

● Presentations should be done accurately and intelligently. Break down
the presentation into simple steps. Each step should be done with
clarity and perfection so that the child observes and masters that skill
before moving to the next step.
● Directress should practice steps on her own and perfect the activity
before presenting it to the child.
● When presenting, the directress should show enthusiasm, positivity
and love for the activity so that the child imitates that energy.
● Give presentations in a relaxed, cheerful and gentle manner.
● When using cleaning powders/liquids, the directress should read the
instructions on the bottle. The child will notice what is written in red is
important for safety.
● For activities with instructions, the directress should read the
instructions in front of the child.
● All presentations should be conducted without any language.
Remember the rule: do not speak while demonstrating, do not
demonstrate while speaking.
● For activities where knives are needed, the directress should make the
child aware of the blunt and sharp side of the knife.
● The directress should keep the presentation short and simple.
● The directress must take the child's consent and tell him what you are
going to present.
● Take the child to the place where the material is stored.
● With the help of the child, the directress should carry the material to
the presentation area.
● The directress presents the activity.
● The directress invites the child to work with the activity.
● Show the child where to return the material when the activity is
completed.
● The directress should inform the child he can use the material
whenever he wants.

Evaluation:
1. Observe children at work to discover when activities need to be
simplified, when the setting needs to be changed, and what is
currently piquing the children's attention.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

2. Remove any activities that are no longer in use.

3. Make a mental note as to how the child used the material.
4. Do not disturb the child while he is engaged in any activity, even if the
child is using the material incorrectly. Repeat the presentation if
needed at a neutral time.
5. Appreciate and praise the focus of any activity.

Two ways of presenting:

1. Individual Presentation:
Only one child is given the presentation.
Key points of presentation:
● To maintain the child’s interest, materials should be kept at the eye
level of the child.
● Maintain order of materials when presenting.
● All materials needed for the presentation should be ready beforehand.
● Always take consent from the child before presenting.
● Introduce the child to the materials and inform him about what is done
with it and where it’s place is.
● With the help of the child, bring the material to the place of
presentation.
● With grace, joy and enthusiasm, present the activity to the child. It is
imperative to follow ‘economy of language’ and ‘economy of
movement.’ Economy of language means using precise and specific
words necessary for the presentation. Do not over explain, do not
speak unnecessarily. Economy of movement means using accurate and
precise movements when conducting the presentation. The directress
should avoid unnecessary movements when presenting.
● Remember: do not speak while demonstrating, do not demonstrate
while speaking.
● Keep the presentation lively and precise.
● Once the demonstration is done, invite the child to carry out the
activity.
● Let the child work with the material for as long as he wants. Do not
interrupt, correct or intrude while the child is working. Allow the child
to work independently for as long as he wants, repeating it as many

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

times as he wants since his inner urge is keeping him interested and
satisfied.
● After the child is finished, show the child where the materials need to
be placed.
● One presentation is not enough sometimes. The directress should be
prepared to repeat the presentation if needed. If the directress has
observed the child thoroughly and she feels the child is still using the
materials incorrectly, she should present that activity again.

2. Group Presentation:
Group presentations are given in the same way individual presentations are
given but the directress presents to more than one child.
Key points of presentation:
● All the same rules apply for group presentations as mentioned in
individual presentations.
● The directress must check if all the children involved are in the
mood to take instructions. Only if all are in a mood should the
presentation be given.
● During the presentation if one child disturbs the group, the
directress should stop the presentation immediately. She can try
again after a while or give individual presentations instead.
● At the end of the presentation, each child should have their own
materials to practice with independently.

Q4.Try to explain ‘Formal setting of a table’ and ‘Making a chicken spread

sandwich,’ as explained in the module book.

Formal setting of a table

Take consent from the child.

Preparation:
Prepare a child sized table for presentation. Place a stool next to the left of
the table.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Material:
1 table mat 1 dinner plate 1 folded napkin
1 glass 1 knife 1 wooden tray (large)
1 fork 1 spoon

Presentation:
1. With the help of the child, place all the materials on the wooden tray.
2. Bring the tray to the place of presentation.
3. Place the tray on the stool.
4. Pinch two corners of the table mat and lift it from the tray.
5. Place the table mat onto the presentation table directly in front of you.
6. Straighten the table mat.
7. Lift the dinner plate from the wooden tray.
8. Place it in the center of the table mat.
9. Lift the knife from the wooden tray.
10. Place the knife on the right side of the dinner plate making sure the
blade of the knife is pointing towards the dinner plate.
11. Lift the spoon from the wooden tray.
12. Place it on the right side of the knife.
13. Lift the fork from the wooden tray.
14. Place the fork on the left side of the dinner plate.
15. Lift the glass from the wooden tray.
16. Place the glass on the top right corner above the knife and spoon.
17. Lift the folded napkin from the wooden tray.
18. Place the napkin vertically in the center of the dinner plate.
19. Stand back and let the child observe the setting.
20. Invite the child to repeat the exercise.

Note: Remove all the materials one by one and put them back on the tray. If
the child does not want to repeat the exercise, take the tray back to its
respective place with the child.

Extension:
Setting more than one place at the table.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Point of Interest:
Remembering where and how to place each item.

Control of Error:
Initially you can have the placement drawn so
that the child can familiarize himself with the
placement of the crockery.

After a sufficient amount of practice, replace

the template placemat with a table mat so that
the child practices setting the table from
memory.

Aim:
To allow the child to independently set the table.

Age:
3 + years

Making a chicken spread sandwich

Take consent from the child.

Preparation:
Prepare a child sized table for presentation. Place a piece of bread in a
basket. Place a small amount of chicken spread in a bowl. Prepare the tray
with all the materials on it beforehand.

Material:
2 small plates 1 butter knife 1 tablespoon
1 small bowl with chicken spread 1 basket with 2 bread pieces

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Presentation:
1. With the child, wash your hands.
2. Go to the food preparation station and pick up the tray.
3. Bring the prepared tray to the place of presentation.
4. Place the tray to the side making sure the child has a clear view.
5. Pick up the small plate and place it in front of you.
6. Take the bread piece out of the basket and place it on the small plate.
7. Pick up the chicken spread bowl and place it on the right side of the
small plate.
8. Pick up the spoon and scoop out one spoon of spread onto your bread.
9. Place the spoon in the chicken spread bowl.
10. Place the bowl back onto the tray.
11. Pick up the butter knife from the tray.
12. Hold the top left corner of the bread with your left hand.
13. Start spreading the chicken spread using the butter knife.
14. Once spread evenly, place the knife on top of the bowl in the tray.
15. Invite the child to repeat the exercise.

Extension:
To cut the sandwich into pieces. (2 or 4)

Point of Interest:
Taking a little amount of spread and evenly spreading it across the bread.

Aim:
To allow the child to make a sandwich on his own.

Age:
2.5 + years

Q5. Write the names of as many EPL exercises that have not been mentioned in
the module book.

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

Elementary Exercises:
1. Basic Elementary Exercises
● Hold / Carry / Place a basket
● Hold / Carry / Place a bowel
● Hold / Carry / Place a plate
● Hold / Carry / Place a book (different sizes)
● Opening a door

2. Elementary Exercises
● Locking and unlocking lock and key
● Screwing and unscrewing bolts
● Transferring grapes from one bowl to another
● Using tongs to transfer soft objects from one bowl to another

3. Higher Elementary Exercises

● Using a screwdriver
● Opening and closing mixed glass bottles / containers

Personal Care Exercises:

1. Grooming
● Applying cream or sunscreen on the face / neck / hands
● Using child friendly body spray
● Removing shoes and placing them on a shoe rack.
● Oiling your hair (checking for lice)
● Use of mouthwash
● Shoe polishing
● Flossing
● Using mouthwash

2. Dressing
● Braiding / lacing frames (simple to complex)
● Threading a needle
● Sewing on a button
● Shoe tying

3. Food Preparation:

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Pakistan Montessori Council Jihan S Ahmed
Module 2 Roll # DK2529

● Sorting containers and lids (placing them in baskets)

● Using a hand-held mixer
● Buttering bread
● Orange / lemon squeezing
● Cracking nuts
● Snapping green beans
● Peeling peas
● Organizing and cleaning the fridge

Grace and Courtesy Exercises:

● Saying Please / Excuse me / Thank you
● How to cover your mouth when sneezing
● How to cover your mouth when coughing
● How to cover mouth when yawning
● How to ask someone for help (in different situations)
● How to offer someone help
● Introducing oneself
● Listening to constructive criticism
● Learning to disagree with grace
● Learning to say no gracefully
● Sharing difficult emotions with grace

Care of Environment Exercises:

● Planting a seed
● Flower arrangements
● Wood polishing
● Recycling
● Outdoor sweeping
● Cleaning windows inside and outside
● Cleaning glass doors
● Cleaning decorated mirror frames

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