Name: saman ahsan

Roll no : D19184

Assignment 2
Q NO 1
Write a comprehensive note on importance of practical life exercises?
Answer:
The practical life activities teach children how to take care of the space around them
—from physically cleaning to, on a deeper level, appreciating one's environment.
These activities may include how to set the table, how to clean dishes, or how to
water and care for plants. 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.

Importance of Practical Life Exercises:

 Name: saman ahsan
Roll no : D19184
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
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and glasses, and to pass food.

Practical life exercises have 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.

Main purposes of practical life exercises:

it 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 master of himself and then he will be able to master other
things.
 Name: saman ahsan
Roll no : D19184

Q: 2 explain the different groups of practical life? How do you think

this grouping is helpful?
In the Montessori classroom, young children are normally drawn first to the
Practical Life area because these materials are most familiar to them. The exercises
of Practical Life have objects and materials normally encountered in everyday
living experiences such as cleaning, sweeping, pouring, dressing, plant and animal
care. The exercises of Practical Life fall into four major categories: Care of the
Self, Care of the Environment, Grace and Courtesy, and Control of Movement.
Many are fundamental exercises that the child needs to master to be able to live
comfortably in the real world.
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:

 Basic Elementary Exercises

 Elementary Exercises
 Higher Elementary Exercises
 Exercises of Personal Care Grace and
Courtesy
 Exercises Care of Environment Exercises
 Name: saman ahsan
Roll no : D19184

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.
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Roll no : D19184
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.
Importance of EPL grouping :
its 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
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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.

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.
 Name: saman ahsan
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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.
Adaptable: Must be able to change from culture to culture and be comprised
of the same objects the children would find in their home.
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
 Name: saman ahsan
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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.
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.
 Name: saman ahsan
Roll no : D19184
Some ways are simply better and more efficient Procedure:
a. 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.
b. Keep the lessons short and simple. Follow a flexible sequence when
introducing exercises.
c. Invite the child. Tell him what you are going to demonstrate.
d. Take the child to the place where the material is stored.
e. Carry the material to the work area.
f. Demonstrate the activity.
g. 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:
 Name: saman ahsan
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1. Prepare a child-sized table for the presentation and place a chair in front of the
table. Invite the child by asking him/her whether they would like to learn to set up a
formal table.
2. Bring the appropriate material from the place where it is stored to the workplace
with the help of the child. The material must be kept at the child’s eye level.
3. The child can be demonstrated how to set the table using the large wooden tray
or directly onto the table. In this presentation the demonstration is being done
directly onto the table.
4 .Pick up the place mat by holding the top right corner with your right thumb and
index finger and the top left corner with our left thumb and index finger. Lift the
table mat on the table right in front of the chair.
5. Flatten out the mat so that it does not have any wrinkles in it.
6. Pick up the plate by holding it from its rims with both hands in such a way that
the thumbs of both hands are on the upper side and fingers should be underneath the
plate for support.
7. Lift the plate and place it in the middle of the table mat without making a sound.
8. Pick up the napkin in such a way that your thumb is on the lower side and fingers
are on the upper side of the napkin.

Lift the napkin and place it on the left side of the plate. (Please note: different
variations of the position of the napkin are used. In this presentation the simplest
napkin position is being used for the convenience of the child who is learning to set
the table for the first time.) Keep the napkin in line with the plate so that it looks
balanced.
10. If the napkin needs to be folded, hold its corners with your thumb and index
fingers and bring the corners a bit higher. Put them on the opposite corners. If
required double fold from left to right. After folding smooth out the crease.
11. Pick up the fork with your index finger and thumb such that the thumb is on the
upper side and index finger is on the lower side of the holding part (handle) of the
fork.
 Name: saman ahsan
Roll no : D19184
12. Place the fork gently on the left side of the plate on top of the napkin. Make sure
the fork is in line with the plate.

13. Pick up the knife in the same manner as the fork. Place it on the right hand side
of the plate in such a manner that the sharp edge of the knife faces the plate. The

fork, plate and knife should all be in line and in a balanced position.

14. Pick up the spoon and place it on the right side of the knife. Keep it in a
balanced line with the knife.

15. Pick up the glass in such a way that the thumb of right hand is on your side and
four fingers on the opposite side, while the palm of the left hand may be used to
support the glass. Place it on the right side of the table mat just above the knife
and spoon, without making a sound.

16. Invite the child to use the material to practice the activity himself.

17. After the child has finished the activity he should be shown where the material
must be placed.

18. The child may be allowed to use the material anytime for practicing.

Points of Interest:

•Remembering where and how to place the various items

•Keeping the items in balance with each other

•Maintaining balance while holding and carrying different utensils

•Concentration Control of Error

•Dropping glass, plate or other utensils

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•Making sound while placing different utensils on the table.
Direct Aim:
Learn to set up a table while coping independently with the various items and
remembering their right places.
• Hand eye coordination

•Balance

•Perfection of movement

•Concentration

Age Group:

3 years and onwards

Making a Chicken Spread Sandwich:

a) Get your leftover chicken meat and chop it up. I like my chicken spread to be
quite chunky, so I don’t chop it all that finely, but you can make it
however you like.

b) Put the chicken pieces into a bowl and add several dollops of mayonnaise. My
husband like sit really creamy, so I have to put extra mayo in for him.
c) Add salt and pepper to taste, and stir the mixture together.

d) Add hot sauce, garlic paste, or sweet corn or all three, if you’re feeling
Adventurous!

e) Get two pieces of bread, and butter them

f) if you want. I’m on a diet at the moment, so I’ve been skipping the
Butter you don’t need it, as them mayonnaise will make the sandwich nice and
moist.

g) Put a layer of salad onto one piece of bread, if you are into that.
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h) Spoon the chicken mixture onto the piece of bread with the salad on
this makes.

i) Lay the other piece of bread on top, and press down gently.

j) .cut the sandwithch.

8.

Place the glass at the upper right of the

plate.
 Name: saman ahsan
Roll no : D19184

9. Remove the tray if the setting will be

used for a meal, otherwise place all the
materials back in the tray.
Point of interest
Students will learn how to set up a table,
and hence would be able to help with
setting up before the meal.
Control of error
 A diagram of place setting can be
pasted inside the tray for reference.
 A special place mat can be used for
younger children with all the material
that needs to be placed drawn
on or embroidered for ease.
Variations and Extensions
 Name: saman ahsan
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 The children who have mastered

this lesson will take over the setting of
tables for lunch.
 Children can also be taught fancy
napkin folds. The napkin would then be
placed on the plate instead of
under the fork.
 A napkin ring could be used. The
napkin in the ring would then be placed
on the plate instead of under the
fork.
 A bread plate could be added. It
would go to the upper left of the plate.
Making a Chicken Spread
Sandwich
Presentation
 Name: saman ahsan
Roll no : D19184

1. Select a mat for this activity. Spread it

on the table.
2. Bring the tray with a large plate with
two slices of bread stacked on each
other, a smaller plate to place the
sandwich spreader (a knife with blunt
edges), a small jar of chicken spread and
a napkin from the shelf to
the table and place it above the mat (not
on top of it).
3. Pick up the large plate with the bread
slices and place it in middle of the mat,
it should be closer to you.

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?
 Name: saman ahsan
Roll no : D19184
"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.
 Name: saman ahsan
Roll no : D19184
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

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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.”
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(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