Roll no: D18926

Module : 2
Name: Kausar Nasreen

Q: 1 Write a comprehensive note on the importance of practicle 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 invaluably to the
development of the whole person with inner discipline, self-direction and a high
degree of concentration. In short, Practical Life Exercises are just that, they are
Exercises so the child learns how to do living activities in a purposeful way.

Aim of Practical Life Exercises: The aim of practical life exercises is to facilitate
learning through day to day work in the children’s 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 foundational 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 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 Based on an idea that freedom implies self-sufficiency, exercises on
practical life sought to train the growing children to master such essential skills and
knowledge as dressing, maintaining themselves clean and tidy, dusting and
sweeping, table-setting, meal and serving etc. Montessori aims at free activity not at
the cost of good manners, social order and harmony. Children under the aged three
to seven play and work under the supervision of a directress who does not act as a
passive onlooker but as an active observer. The exercises of practical life are
designed to teach the child to be independent, to supply his own wants and to
perform the actions of daily life with skill and grace. Children keep the workplace in
order, dusting and arranging the furniture, and putting away each piece of material
as soon as they are through with it. They wait on themselves while they are working,
getting out the things they want, finding a convenient place to work, and then taking
care of apparatus when they have worked with as long as they like. Children do all
the work connected with the meal, setting tables, serving food and the clearing away
and washing the dishes. All children share alike in this work, regardless of their age.
Children of three and four soon learn to handle the plates and glasses, and to pass
food.
Importance of Exercises of Practical Life:

Practical life exercises have been designed to inspire movements directed to

constructive ends. Some of the main purposes of including such exercises in the
classroom are: To educate the children’s movements to be geared to a purpose To
develop children’s ability to concentrate on a task To help children to carry out a
series of steps in sequence To help children learn to care for the environment One of
an example of a practical life exercise in Montessori classroom is equipped with a
set of material for Table washing. This set includes a large basin to fill with water, a
plastic mat to go under the table, soap, a scrub brush, a sponge and a towel for
drying. Items are all children sized and are usually of the same color so that they
obviously go together. The teacher demonstrates for the child a precise sequence of
actions that are carried out in Table washing. The child has probably also observed
other children carrying out the sequence of actions, enabling him to learn by
observation. Dr. Montessori discovered the importance of the practical life exercises
as follows: To enrich the child emotionally. To endow the child with affirming
experiences. To encourage responsibility. To engage the child physically. To enliven
the child constructively. To fascinate the child with learning. To enable the child to
appreciate independence.

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. We
must help him to become a master of himself and then he will be able to master
other things.

Q: 2 explain the different groups practicle 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.

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: Elementary Exercises  Basic Elementary
Exercises  Elementary Exercises  Higher Elementary Exercises of Personal Care
Grace and Courtesy Exercises 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:  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. 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 then other children. More importantly, when the
child is later taught a skill or an academic accomplishment, it becomes a part of him.

The beauty of EPL lies in the fact that they can be very easy or more complicated;
they can be short or long. The long exercises are really successive exercises, such
as washing and ironing. The lengthy process can be broken down into manageable
steps. Eating snack is part of practical life. Serving yourself and cleaning your place
to make it ready for another are integral to the care of self and the environment. The
children use the skills they have learned in the practical life area around the
classroom. Plants are watered, doorknobs polished, etc. Practical life activities are
not separate from the classroom. They are incorporated into the life of the child.
Practical life exercises can also be incorporated into the home.

Q:3 What are the essential points which we should keep in mind while
presenting EPL? Essential points while Exercises of Practical Life in
Montessori System
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.

Physical proportions:
They must be the right size for the child to handle. Psychically proportionate: Their
function must be clear to the child. Attractive and good quality: Materials must be
beautiful and attract the child. Clean and well maintained: The materials must be
kept intact. Avoid too many material from which child can choose.

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

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.
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: 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.
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 surface. 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 material. There is no right or wrong way
to present. Some ways are simply better and more efficient.
Procedure:
Give lessons in a relaxed, happy and gentle manner Model courtesy, quiet and
graceful movements, enthusiasm, and zest for learning, a helping spirit, and a
positive and pleasant attitude about work. I ) Keep the lessons short and simple.
Follow a flexible sequence when introducing exercises. Invite the child. Tell him
what you are going to demonstrate. Take the child to the place where the material is
stored. Carry the material to the work area. Demonstrate the activity. 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. Remove activities that are no longer being
used. Watch child used material appropriately and make a mental note. Don’t disturb
the child while he is doing any activity, either doing wrong. Repeat lessons as
needed at a neutral time. Appreciate the concentration, the mastery of any work.

Q: 4 Try to explain “ Formal setting of table and cooking a chicken spread

sandwich “ in the same way ,we have been explained in this book for you?
Formal setting of a table:

Material: · · · · · ·

Butter spreader A fork, spoon, and knife A drinking glass Napkin Butter plate Salad
plate
Presentation:

To present formal table setting, gather students around the table. Place things on
their right places. Dinner plate should be place in the middle Put the knife on the
right side of the dinner plate and fork and spoon on the left side. Salad plate should
place next to fork. Place a glass for water at the top right side of dinner plate. Put the
napkin on the dinner plate. Repeat all procedure one time more. Now ask students
one by one to do as you did.

Age Group: 3 ½ and onwards

Chicken spread sandwich:

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:
Introduce all ingredients to children first. Then add all ingredients one by one in front
of them. Mix them all. Now ask all students to make it one by one.

Q :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.
"Any child who is self-sufficient, who can tie his shoes, dress or undress himself,
reflects in his joy and sense of achievement the image of human dignity, which is
derived from a sense of independence.” - Maria Montessori Success in life is directly
correlated to the degree in which people believe they are capable as well as
independent. And how do we learn to be capable and independent? We practice the
skills that are necessary until we no longer need help and can act and do
accordingly. Allowing children to gain independence and self-discipline is the
purpose of the Practical Life activities in the Montessori classroom and at home. I
say “home” because Practical Life activities have the purpose of allowing students to
gain independence and self-discipline. These skills cannot be practiced only at
school. What happens when a child is allowed to prepare their own snack, slice their
own apples, pour their own drink, and wash and dry their own dishes in the
Montessori classroom, but at home is told “Oh, you’re much too young to use a knife.
You will spill that if you pour it. Let me do it for you”? The mixed message is clear.
The skills that are being taught at school are not allowed at home, thus creating a
dichotomy in the child’s thinking: I am capable and independent at school, but at
home I am not. Later, when Montessori teachers comment about how independent a
child is, how he enjoys taking care of his environment and keeps his work area neat
and tidy, the parents shake their heads and wonder why these skills are not being
demonstrated at home. The answer is clear; the well-meaning and loving parents
have done for the child what he is clearly able to do himself.
Montessori Practical Life Activities Practical Life activities are the traditional works of
the family and home. They can be broken down into four categories:
1. Preliminary activities – carrying a tray, pouring water, spooning grain, walking on
the line, etc.
2. Care of the environment – cleaning, sweeping, dusting, gardening, raking,
polishing.
3. Care of self – dressing, toileting, brushing teeth, bathing, combing hair, preparing
food, setting the table.

4. Grace and courtesy – using table manners, greeting others, saying “please” and
“thank you”, learning to control one’s own body. 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 just
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. We 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 I 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 of how to invite

your child to continue these valuable Practical Life lessons at home:
Preliminary Activities: Pouring and transferring liquids and dry ingredients without
spilling  Using scissors  Opening and closing lids  screwing and unscrewing jar
lids  stirring

Care of the Environment  Wringing a wet cloth  Washing a table or counter top 
Sweeping the floor with a broom and dustpan  Mopping the floor  Vacuuming 
Polishing silver or brass  Polishing wood furniture  Polishing shoes  Sorting
laundry by color  Matching socks  Folding towels and wash cloths  Folding
napkins  Ironing handkerchiefs or pillowcases  Sewing on buttons.

 Washing dishes: pots and pans; plastic-ware; silver (flat) ware; glasses; plates 
Watering and caring for houseplants  Flower arranging  Caring for pets 
Cleaning up spills  Putting materials and toys away  Sorting recycling materials

Care of Self  Washing hands  washing face  Washing hair  Blowing nose and
properly throwing away the tissue  Sneezing  Brushing teeth
Combing hair  trimming fingernails  running water in the bath  hanging up towels
after use.
Dressing oneself (including learning how to button, zip, snap, tie, buckle, Velcro) 
Putting on a jacket  Hanging a jacket on a low hook  Putting clean clothes in a
drawer  Measuring liquid and dry ingredients  Peeling fruits and vegetables 
Using kitchen tools (fork, spoon, grater, blunt knife, ice cream scoop, bulb baster,
peeler, chopping board, rolling pin, whisk, pitcher, cookie cutters, melon baller, apple
corer, etc.)  Spreading (like butter, peanut butter, a mixture).

Grace and Courtesy  How to greet someone  How to answer the telephone 
How get up from the table  How to carry a chair properly  How to open and shut a
door quietly  How to interrupt when necessary  How to excuse oneself when
passing or bumping into another  How to hand someone something  Table

manners
Carrying objects without dropping or spilling  Walking without bumping objects or
people when we remember to present these activities with enthusiasm and break
them down into sequential steps, a child will feel encouraged as he practices them
independently. We must remember that “Adults work to finish a task, but the child
works in order to grow and is working to create the adult, the person that is to be.”
(Montessori) As adults, we work to finish tasks efficiently and quickly so as to move
on to the next task at hand. A child, however, is working to master the activity. He
will practice repeatedly to perfect his abilities and then, may turn his attention
elsewhere.