PAKISTAN MONTESSORI

COUNCIL
International montessori
training program

INTRODUCTION TO MONTESSORI

Assignment Module 02

Submitted by:

Aqsa Hameed
Refference no: dk2503

Dated:
05 february, 2023
th
2 AQSA HAMEED | DK2503

Assignment module # 02
Question # 01
Write comprehensive note on the importance of practical life exercises.

Answer:

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
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
3 AQSA HAMEED | DK2503

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:

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.
4 AQSA HAMEED | DK2503

6. For normalization of the child:

Every child undergoes sensitive periods during 0 – 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 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.
5 AQSA HAMEED | DK2503

Question # 02
Explain the different groups of exercises of practical life. How do you
think this grouping is helpful?
Answer:
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 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
o Basic Elementary Exercises
o Elementary Exercises
o Higher Elementary Exercises
2. Exercises of Personal Care
3. Grace and Courtesy Exercises
4. Care of Environment Exercises
6 AQSA HAMEED | DK2503

1. 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
7 AQSA HAMEED | DK2503

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.

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.
8 AQSA HAMEED | DK2503

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.

Question # 03
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 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.
9 AQSA HAMEED | DK2503

Adaptable: must be able to change from culture to culture and be

compromised of same objects the child would find in their home.
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 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:
10 AQSA HAMEED | DK2503

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.

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.
11 AQSA HAMEED | DK2503

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:
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.

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.

12 AQSA HAMEED | DK2503

Question # 04
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.
Answer:

Formal setting of a table:

MATERIAL:

A dinner plate
Dinner knife
Spoon
Dinner fork
Napkin
Water glass
Dinner mat

PRESENTATION:
13 AQSA HAMEED | DK2503

➢ 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 f 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 chicken spread sandwich:

MATEIAL:
14 AQSA HAMEED | DK2503

• 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.
➢ Repeat the process one to two times.
➢ Now ask the students to make sandwiches their self.
➢

Age group:

4 to 5 years.

Question # 05
15 AQSA HAMEED | DK2503

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.
Answer:

Montessori practical life exercises:

EPL are the traditional works of the family and home. They can be broken
down in four categories:
Elementary exercises: carry8ing a tray, pouring water, spoon grain,
walking on a line etc
Exercises of personal care: dressing, brushing, bathing, combing,
preparing food etc
Grace and courtesy: table manners, greeting others, saying words
like ‘please’, ‘thank you’, ‘sorry’.
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.
16 AQSA HAMEED | DK2503

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:
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.
Helping mother in house chores.
Activities of grace and courtesy
How to greet someone.
17 AQSA HAMEED | DK2503

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

*************THE_END*************