Module No: 2

Assignment No:2
Name: Taiba Batool
Roll No: D19320
Q No: 1 Write a comprehensive note
on the importance of practical life
exercises.
Ans: -
What are practical life exercises?
Practical life exercises are applicable for all ages, even infants, and change
depending on what the child can do at each stage of development. The activities can start
with something as simple as pulling pants up or washing hands and can get as
complicated as baking a dessert, or even developing a business plan in the elementary
or middle school years.
Why are practical life exercises necessary?
Montessori stated that at each plane of development there is a sensitive period for
different skills and activities. It is critical that proper stimulation be provided as nature
intended. A child enters the Children's House (Montessori preschool) around the age of
three.
It is here where the Work of the Family, known as Practical Life activities, provides an
introduction and smooth transition to the Montessori school by linking the activities that
the child is familiar with at home to the school environment. Children at this age enjoy,
and even prefer, spending their time helping adults with their activities. When allowed to
do so, the child learns that his contributions are of value, thus boosting his self-esteem
and independence. He enjoys and should be encouraged to use child-size replicas of
adult tools.
In short, the direct aim of Montessori Practical Life activities is to help develop social skills
and independence. Indirectly, Practical Life activities develop fine motor skills, as well as
strengthening intellect, concentration, and personal will. The importance of beauty in the
Montessori classroom can be keenly observed in the Practical Life area of the classroom.
Practical Life activities have a unique purpose which, when carried out properly, are very
calming. To the adult eye, these activities may seem simple and repetitive, but a child who
is learning to wash a table or fold napkins is accomplishing more than meets the eye. The
Montessori teacher realizes that the child is:

• Demonstrating a high level of concentration

• Developing a sense of order (putting all materials back where they belong)
• Taking pride in a job well done
• Increasing independence through care of self and the environment
• Developing respect for his community (using materials appropriately and
cleaning up afterwards)
Improving fine motor coordination, these activities provide the foundation and set
the stage for all works in the Montessori classroom. These include such tasks as how to
roll and unroll a mat, how to walk around a mat, how to sharpen a pencil, how to put down
a chair, and walking on the line. These activities provide the means for children to become
physically independent. These may include such activities as how to wash hands, how to
brush teeth, how to pack a lunch, how to pack an overnight bag, preparing food, dressing
oneself, cleaning, habitual courtesies, and more these are for the child new, maybe
daunting, exciting tasks that are visibly part of the human world and that are empowering
to master.
One of the hallmarks of the Montessori method is that it takes full advantage of the child’s
motivation to learn these things at a very young age. The practical life curriculum in
Montessori provides a scope and sequence for these everyday routines and practices.
And exactly like the other, more academic areas in the Montessori classroom, the
Montessori approach offers a pedagogy that elevates and empowers the child in her
pursuit of these skills.

Practical life in Montessori is purposeful activity, develops motor control and coordination,
and develops independence, concentration, and a sense of responsibility. The exercises
in practical life cover two main areas of development: care of self, and care of the
environment.

When taken seriously and presented as an approachable, impactful challenge, these

activities hold inherent dignity. It’s not “just” getting dressed or "just" juicing an orange if
one is doing it oneself. The child is learning to follow a complex motor sequence,
independently, in order to fulfill his or her own desires and needs. These skills, when
taught early in life, allow children to believe in themselves as well as develop the self-
discipline needed for success throughout their lives.
Those who are unfamiliar with the Montessori method may question why a child is doing
something like washing the dishes over learning something more academic like
mathematical concepts. The practical life Montessori curriculum teaches the child things
they need to (and are motivated to) learn anyway, and does it in a way that is of a
piece with the more academic disciplines, developing the same key fundamental
executive and emotional skills.

Math, reading, and language all require one to have the ability to focus, to be able to
follow logical and sequential steps, to make intelligent choices, to see a task through from
start to finish, to persist when one makes a mistake, and to correct one’s mistakes and
all of these are present in the process of learning and practicing the practical life activities.

Q No:2 Explain the different groups

of exercises of practical life. How do
you think this grouping is helpful?
Ans: -
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
a) Basic Elementary Exercises
b) Elementary Exercises
c) Higher Elementary Exercises
2) Exercises of Personal Care
3) Grace and Courtesy Exercises
4) Care of Environment Exercise
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:

a) Basic Elementary Exercises:

In these exercises child learn fundamental activities involve muscle and mind
coordination. Exercises like taking object holding it and put it back, open and close the
door, etc.

b) Elementary Exercises:
In these exercises child learn a bit more advance and complex activities using muscle
and mind coordination. Exercises like rolling and unrolling of mats, holding a chair,
pouring rice from one jug to another, etc.

c) Higher Elementary Exercises:

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

Exercises of Personal Care:

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

Grace and Courtesy Exercises:

These exercises assist child to learn manners and how to deal with other people. It also
helps 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 No :3 What are the essential points

that we should keep in mind while
presenting EPL?
Ans: -
Children are naturally interested in activities they have witnessed. It is therefore
the directress’s task to demonstrate the correct way of doing these exercises in a way
that allows the child to fully observe the movement.
The materials used in the EPL can be
characterized as follows:
i. Physical proportions:
They must be the right size for the child to handle.
ii. Psychically proportionate:
Their function must be clear to the child.
iii. Attractive and good quality:
Materials must be beautiful and attract the child.
iv. Clean and well maintained:
The materials must be kept intact. Avoid too many materials from which child can
choose.
v. Real not a toy:
They must be real materials not toys.
vi. One for each exercise:
Multiple sets of materials so that the children learn individually.
vii. Adaptable:
Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.
viii. Separation:
Materials must be kept separate from other objects found in the environment.
ix. Non-Toxic Detergents:
Detergents and cleaning solutions must be non-toxic or diluted in water.

Two ways to give EPL:

The presentations for EPL can be collective or individual depending on the child’s needs
and the nature of the activity. It can be direct or indirect.

a) Direct Presentation:
Direct presentations are when we introduce an activity to the child. Analysis of
movement is necessary when giving a presentation to help the child understand the
movements necessary and the sequence of movements.
 b) Indirect Presentation:
The indirect presentations are defined as when a child is watching the teacher
make a presentation and paying attention to the lesson without the teacher being aware
of it. This can be more important than the direct presentation, for the teacher is the
biggest piece of Montessori material.

While presenting any EPL in front of a child teacher or elder should know these four basic
principles:

1. Choosing Activities:
While choosing any activity all material is clean non-toxic. Teacher should first
practice a lot before presenting it in front of a child. The exercises taught must be done
in the way the children see them done in their own homes.

2. Setting Up:
The practical life area must have a place for everything within reach of the children.
For example, hooks to hang the brooms and apron, dust pan, mop, duster, and aprons
should be within easy reach of the children. The practical life area is best arranged near
the sink, as water is needed for some of the activities.

· In setting up a classroom, provision must be made to practice all types of housework the
child sees done at home. Furniture of all types must be chosen with various surfaces. In
this way, children can learn to clean some plain unvarnished wood, some polished, and
some painted surfaces.
· Things used in the class must include some made of brass and silver so that children
can learn how to polish brass and silver. These materials should not be provided in the
room only as exercises, but to serve other useful purposes as well. Children need to learn
to wash various types of fabrics. Aprons, dusters, dish towels, etc., should be chosen so
different fabrics are represented like linen, denim, cotton, etc.

3. Presenting Activities Guidelines:

For all practical life activities, teacher and child should wear aprons and roll up
their sleeves.
• Child is shown how to work without making a mess. The child should stand a little
away from a table or sink so as not to lean his stomach on a wet surface.
• The child is also shown how to clean up after an exercise and is encouraged, but
not forced, to do so.
• A child is shown how to put material away, rinsing and drying where necessary,
and how to hang up the apron.
 • They are helped and encouraged to be orderly but never forced.
• When giving any new lesson, teacher will point out the directions on the cleaning
agent containers to the child. If written with red, she will tell the child that these are
most important and should be read first.
• Teacher practices each activity enough so that she feels very secure with the
material. There is no right or wrong way to present. Some ways are simply better
and more efficient.

Procedure:
i) Give lessons in a relaxed, happy and gentle manner.
ii) Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a
helping spirit, and a positive and pleasant attitude about work.
iii) Keep the lessons short and simple. Follow a flexible sequence when introducing
exercises.
iv) Invite the child. Tell him what you are going to demonstrate.
v) Take the child to the place where the material is stored.
vi) Carry the material to the work area.
vii) Demonstrate the activity.
viii) Show the child where to return the material when the activity is completed.

Evaluation:
Observe children at work to determine when activities need to be simplified, when
the environment needs to be modified, and what is currently catching the interest of your
children.
a) Remove activities that are no longer being used.
b) Watch child used material appropriately and make a mental note.
c) Don’t disturb the child while he is doing any activity, either doing wrong. Repeat
lessons as needed at a neutral time.
d) Appreciate the concentration, the mastery of any work.
Q No:4 Try to explain “Formal setting
of table” and “Making a chicken
spread Sandwitch” in the same way
EPL have been explained in this book
for you.
Ans: -
Formal setting of a Table:
• Forks go to the left of the plate and are placed in the same way as the
knives so that the outer one is the one that is used first.

• A soup spoon should be placed to the right of the knives, and the dessert
spoon should lie at the head of the plate.

• Glasses are also set out in order of use, and are placed above the knives.
Napkins (fabric to match the table cloth, of course) should be placed in the
plate position.

• The first thing that you need is a table cloth and for formal occasions a
plain, white damask one is ideal.

• Place settings should be placed at an equal distance from each other, and
crockery, cutlery and glasses should match. Naturally, you will need to
have a sufficient quantity for as many courses as you are going to serve. If
you do not have enough and you do not want to buy them, renting is an
option.
 • Knives should be placed to the right of the plate with the one that is going
to be used first on the outside with them moving inwards towards the plate
in order.

• The blades of the knives should be pointing towards the plate.

Making a chicken spread sandwich:

Making a chicken spread sandwich is the same as making any other sandwich.
You choose the bread that you want and spread it with butter or a butter substitute, and
then put your filling onto the bread, in this case, chicken spread. You can also add other
things if you want such as salad, or relishes.

Q No: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.
Ans: -
Practical Life is one of the basic areas in a Montessori curriculum. It prepares a
child for other areas involved in a Montessori education Program.

The activities of this area teach a child about order, coordination, and independence.
These exercises and activities are what the Montessori system believes a child needs,
for him/her to thrive in life which lay the foundation for learning. As every parent knows
young children want to be with adults and to take part in the activities of daily adult life.
EPL EXERCISES: -
Gross Motor Skills:

• Roll a Mat and Put it Away

• Walk Around the Mat
• Carry a Chair
• Transport objects on a Tray
• Carry Liquids on a Tray
• Stacking a Tower with Blocks or Nesting Boxes
• Walk on the Line
• Sit on the Line
• Sit/Walk Next to the Line
• Clapping Hands or Tapping Sticks to Music
• Dancing without Falling
• Outdoor Play – Climbing
• Enjoying Daily Walks

Care for Self:

• Feeding Self with Fork, Spoon, & Cup

• Dressing Frames and Dressing Self – Zipper, Shoes, Velcro, Shirt, Pants,
Underwear, Jacket
• Using Toilet, Wipe, & Flush
• Washing Hands, Face, Body
• Brushing Teeth
• Cleaning and Clipping Nails

Life Skills:

• Insert Batteries into a Flashlight

• Learning Home Address & Phone Number
• Matching Locks & Keys
• Threading & Unthreading Nuts on Bolts
• Wooden Hammer & Pegs
• Learning Home Address & Phone Number
• Recycling
• Hammering Nails
• Pack an Overnight Bag
 • Wrap a Present

Kitchen Life Skills & Food Prep:

• Sort Cutlery
• Open and Close Lids
• Screw and Unscrew Lids
• Sponge Transfer
• Wash Vegetables and Fruit
• Wash Dishes
• Clean the Table
• Wash Dishes
• Peel a Carrot
• Peel and Cut a Banana
• Cut an Apple
• Set a Table
• Fold Napkins with Napkin Rings
• Cut a Piece of Bread
• Use a “real” Knife
• Crack Nuts
• Butter a Piece of Bread
• Make Orange Juice
• Sort Beans
• Pour Grains, Beans, Rice, Salt
• Spoon Grains, Beans, Rice, Salt
• Scoop/Spoon flour, sugar, salt
• Pour Water into a Funnel
• Slice Eggs
• Make Egg Salad
• Old-fashioned Egg Beater or Whisk
• Pack a Lunch or Snack
• Clean a Placemat
• Sift Flour
• Stir a Mixture
• Help with Simple Cooking
• Turkey Baster for Liquid Transfer
• Use a Rolling Pin and Cookie Cutters
• Serve Liquid with a Ladle
Care for Clothes:

• Clip Clothespins
• Roll a Pair of Socks
• Use Clothes Pegs
• Hang Up and Put Clothes Away
• Wash Clothes
• Hang Jacket on Low Hook
• Fold a T-Shirt
• Folding Work

Care for the Environment:

• Use a Dustpan and Brush, Transfer Dustpan to the Trashcan without

Spilling
• Sweep
• Wipe up a Spill
• Dust
• Clean a Window or a Mirror
• Polish – Wood, Metal, Leather
• Plant a Seed
• Garden Work
• Clean a House Plant
• Flower Arranging

Care for Animals:

• Feed a Pet
• Wash a Pet
• Feed a Pet
• Wash a Pet

Manners:

• Daily Greeting
• Draw a Person’s Attention
 • Say “Please” and “Thank You”
• Table Manners
• Answer the Telephone
• Blow the Nose
• Cough and Sneeze

Fine Motor Skills:

• Transfer Activities – Fingers, Spoons, Tweezers, Tongs, Eyedroppers,

Magnets
• Q-Tips & Toothpicks transferring to corresponding holes
• Stack Coins
• Grate Soap

Sewing:
• Threading Napkin Holders onto a Scarf
• Threading Large Beads onto a Straw
• Bead Stringing
• Sort Buttons by Size/Color
• Sequencing
• Weave a Ribbon
• Lacing
• Braiding
• Simple Use of Thread and Needle
• Sewing Button onto Cloth