Assignment Module 02

Write a comprehensive note on the importance of practical life exercises?

The Importance of Practical Life Exercises:

Introduction:

The Importance of Practical Life Exercises are those exercises which helps a child to learn
meaningful activities in a purposeful way. It helps in daily life because it is actually those
actions which are normally performed by every day. Epl exercises are those exercises of
daily life which are performed by the adult in different situation. The adults perform these
activities for maintaining and restoring proper living conditions. There are unlimited
practical life exercises in a Montessori house of children. By doing Epl children get use to
and are able to do series of simpler to complex last of daily life. Religious teachings and
practices can also be incorporated into, like how to pray, greet others, drink water, start a
task, knock at the door, etc.

The Importance for Independence:

It is established that between birth and six the child is developing. His mental patterns are
getting fixed, and the personality is developing which is almost determined by the age of six
to seven years. Things are done for them rather than helping them to do things themselves.
In almost every family we have males ordering mothers, sisters, wives and daughters to do
things for them.

“bring me food”

“bring me water”

“take the dishes away”

“where are my shoes?”

“polish them”

“iron my clothes”, etc.

The point is that if practical life activities are started at the right time and we help children
do things themselves rather than doing things for them. Independence becomes a lifelong
personality trait. They don't just continue doing everyday things for themselves and others
but also do it happily.

The Importance for Developing, Happiness, Self-Satisfaction & Self-Respect:

During 0-3 years the child loves to do work at home and learn. Through EPL the love of
work also develops in the child, and he enjoys the activities involved in keeping himself and
the environment worthwhile for living.
All this work, actually, gives the child high self-esteem and feeling of being important.
When work habits are formed it must be shown to the child that he has to be helpful for
all... not just for himself. The adult, who has to a profession, chooses the kind of work he
enjoys doing. Happiness and self-satisfaction can be acquired only if all kinds of work are
done in the proper way. Similarly, young children should also be allowed to choose work
that they will enjoy doing.

Since this age proceeds quickly, if this time is used properly and all the activities are taught
seriously, the child in his later life would be well equipped to maintain the house, which in
the modern age requires a lot of dexterity. All this work requires high intelligence and
skills. When we teach these activities to a child we should be generous in our support and
praise to the child, because at this stage he works hard, ardently and passionately. We
should show our interest and delight to make him feel important. The children who come
to a Montessori school are those who are actually being prepared for maturity. It is very
essential to provide opportunities for learning which aim on acquiring the basic skills to
prepare each child for future responsibilities.

The child naturally has an urge to acquire these skills. A young child who has had the
opportunity to help his mother in the house gets to learn all these skills form her. He
develops in intelligence and has a fulfilled feeling of satisfaction because he can see that he
is involved in an important work which is done by adults and is of value. The child gets the
contentment and knowledge of the fact that he is doing something worthwhile which is
leading him to independence. If we stop the child from working it is stopping him from
developing. Words like “Go away and play” means “You are worthless and not suitable for
anything. Take a toy and play with it because no real and purposeful things can be given to
you, the real things are only formed!”

I want to share more points about Importance of practical life exercises.

o For Making World a Better Organized and Tidier Place

o For Learning to Give and Take Help Gracefully
o For Normalization of the Child
o For Passing on Good Work Habits to the Next Generations
o For Perfection of Movements
o For Developing Love of the Universe
o Avoiding Personality Disorders

Importance of EPL

EPL 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.

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

The different groups of exercises of practical life.

We 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 Exercises

I think this grouping is helpful for The Exercises of Practical Life details of these points are

1) Elementary Exercises

These exercises assist in creating routine and order in the environment and are pre
requisite for other activities. Elementary exercises are further sub-divided into three
groups.

a) Basic Elementary Exercises

These activities involve very basic movements, mostly involving how to hold and
place objects. These activities are completed within a very short time.
For example,
How to hold, carry and place a jug, glass, tray, spoon, etc.
These exercises child also 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
The movements involved in this category are a bit more complex and advanced than
basic elementary exercises, but altogether they are also done within a short period
of time.
Examples: rolling and unrolling of mats, folding and unfolding mats opening and
closing bottle tops, pouring rice from one jug to another jug, etc.
 In these exercises child also 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 Exercise
Same sort of work is involved in these exercises but they are more logical and
slightly more complex than the previous group of exercises. Examples: cutting along
a line, spooning beans into a number of containers, use of dropper, etc. In these
exercises child also learn logical and bit more complex activities. Exercises like
walking on the line, silence practice, etc.

2) Exercises of Personal Care

These exercises help the child to take care of himself, gain confidence and groom himself.

Examples: combing hair, brushing teeth, dressing frames, etc. These exercises also 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.

3) Grace and Courtesy Exercise

Through these activities the child learns to be polite, use basic manners and how to go
around the society. Examples: table manners, how to carry a chair, how to be silent, use of
thank you, sorry, please, etc. 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.

4. Care of Environment

Exercises of care of both outdoor and indoor environments are components of this
category. The child learns to take care of the environment, how to keep it clean and how to
restore and maintain proper living conditions, indoor Examples: polishing brass, washing
dishes, dusting, flower arrangement, etc. Outdoor Examples: picking up dried leaves,
watering plants, etc. 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.

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.

What are the essential points that we should keep in mind while presenting EPL?

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.Correctness of the technique of the
directresses' presentation is of high value in the learning process of the child.The first basic
is that the directress, before she attempts a presentation in front of a child, must practice
the activity as many times as possible so that the possibility for any sort of errors is as less
as possible.

There are two kinds of presentations

• Individual presentation

• Group Presentation

These basic points are not just related to the presentation of EPL’s but will be followed in
making presentation of any topic like exercises of sensory development, mathematics,
language, handwork, culture, etc.

Individual Presentation:

Only one child is taken in this presentation.

Following are the points which are to be kept in mind while presenting an exercise.

1. The material must be placed at the eye level of the child so that the child gets
interested in it and likes to work with it.
2. Order of placing things is also of high importance. Use the rule “a thing for a place
and a place for a thing”.
3. The material must be ready before presentation.
4. Take the consent of the child by saying “Would you like me to show you how we
work with it?”
5. Brief him about the material; tell him the ground rules of how to use the material
and pointing out its place where it is to be returned.
6. Take the material to the workplace with the help.
7. In a graceful, cheerful and relaxed way give presentation. Do it with an economy of
language (which means only absolutely necessary words should be used) and an
economy of movements (which means only the necessary movements should be
followed). Keep the principle in mind “you should not speak while demonstrating
and you should not demonstrate while speaking”.
8. Make sure that the presentation must be brief and lively.
9. After the demonstration, invite the child to carry on with the activity.
 10. Leave the child. Let the child work with the material for as long as he likes. Do not
interrupt.
11. The material must be placed back at its proper place after work.
12. Our objective should be that at the end of presentation the child should be able to
work independently. Our goal should be to bring him into a mental state when his
natural interest to carry on with the exercise himself is kindled. We should not
expect him to do the exercise perfectly. Sometimes he needs more than one
presentation.

Group Presentation:

Most of the time individual presentations are given.

However, sometimes group teaching is also carried out in the classroom. The same rules, as
mentioned above, must be kept in mind while making a group presentation but there are a
few other important points to observe.

1. Only if all the children in the group are in the mood to take instructions and obey, go
ahead with the presentation.
2. If you, however, feel that any one of the children would disturb the class, do not
continue, and rather give individual presentations.
3. At the end of the presentation each child must be given separate material to do
individual work. (Giving separate material makes the children busy at once, and avoids
the lack of concentration and frustration which the child has to face while he waits for
the material to get free).

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
material 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 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:
a. Give lessons in a relaxed, happy and gentle manner
b. Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a
helping spirit, and a positive and pleasant attitude about work.
c. Keep the lessons short and simple. Follow a flexible sequence when introducing
exercises.
d. Invite the child. Tell him what you are going to demonstrate.
e. Take the child to the place where the material is stored.
f. Carry the material to the work area.
g. Demonstrate the activity.
h. 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.

Try to explain “Formal setting of a Table” and “Making a Chicken Spread Sandwich”
in the same way EPL have been explained in this book for you.

Formal setting of a Table:

Material:

• 1 Table mat
• 1 Plate
• 1 Glass
• 1 Spoon
• 1 Knife
• 1 Fork
• 1 Napkin
• 1 large wooden tray (optional)

Presentation:

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.
9. 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.
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
• 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.

Indirect Aim:

• Hand eye coordination

• Balance
• Perfection of movement
• Concentration

Age Group: 3 years and onwards

Making a Chicken Spread Sandwich:

1. 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.
2. Put the chicken pieces into a bowl and add several dollops of mayonnaise. My
husband likes it really creamy, so I have to put extra mayo in for him!
3. Add salt and pepper to taste, and stir the mixture together.
4. Add hot sauce, garlic paste, or sweetcorn – or all three, if you’re feeling
adventurous!
5. Get two pieces of bread, and butter them if you want. I’m on a diet at the
moment, so I’ve been skipping the butter – you don’t need it, as the mayonnaise
will make the sandwich nice and moist.
6. Put a layer of salad onto one piece of bread, if you’re into that.
7. Spoon the chicken mixture onto the piece of bread with the salad on – this makes
8. Lay the other piece of bread on top, and press down gently.
9. Cut the sandwich into however many pieces you’d like.
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.

The names of as many EPL:

o Dressing oneself
o Knowing parts of the body
o Putting on jacket and zipping it
o Hanging jacket on low hook
o Putting clean clothes in drawer
o Washing hands & drying hands with paper towel & throwing towel away in the
trash
o Blowing nose and throwing away tissue properly
o Table manners
o Setting the dinner table
o Cleaning up spills with a sponge
o Polishing shoes
o Fastening clothes on a line with clothes pins or pegs
o Using scissors with skill
o Washing linen or dolls clothes on a wash board (you can buy these at a hardware
store)
o Learning home address and phone number
o Pouring beans, rice, sugar, etc. without spilling
o Pouring liquids without spilling
o Sitting on the line
o Sitting next to the line
o Walking on the line
o Carrying objects without dropping them
o Carrying liquids without spilling
o Walking without knocking into furniture or people
o Dancing without knocking into furniture or people
o Using knives with good control
o Cracking nuts
o Putting materials, books, and toys away on the shelves
o Working carefully and neatly
o Dusting and polishing exercises
o Sweeping with small broom and dust pan
o Flower arranging
o Caring for plants
o Caring for animals
o Folding napkins, towels and own clothing
o Simple use of needle and thread
o Use of tweezers, tongs, eyedroppers, and locks
o Spooning exercises
o Small hammer and nails to make wood projects out of scrap lumber
o Weaving and bead stringing
o Sorting Beads
o Sorting and Sequencing
o Sorting Colors with Magnet
o Activity with soap dish
o Marbles and bath mat
o Sorting According to Height
o Sewing
o Braiding
o Stamping
o Modeling with clay
o Cutting and pasting
o Simple cooking and food preparation and baking with mom or dad
o This handy cooking stool makes cooking much easier and enjoyable.
o Here are some favorite kitchen activities:
o Using an old fashioned egg beater or whisk
o Sifting flour
o Scooping flour, sugar, salt, etc. with large and small scoops washing vegetables and
fruit, peeling with a vegetable peeler
o Spreading (like peanut butter on a cracker)
o Stirring mixture
o Basting with a large turkey baster
o Using a ladle
o Opening and closing lids
o Screwing and unscrewing lids on jars
o Dish washing and washing table with a sponge
o Using a rolling pin