Module 2:  
Exercises of Practical Life 
(EPL) 
Assignment 

By Maryam Tariq 

Roll# D14263 

 
  

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Question 1: Write a comprehensive note on the importance of exercises of 

practical life (EPL). 

Practical Life Exercises refer to those tasks and activities that take place in the daily life

of a person. Teaching kids these exercises in an interactive manner allow the child to

develop into fully functional members of the society.

They are therefore important in several ways as discussed below:

1. Arguably the biggest benefit of EPL is that it helps the child become independent by

learning to perform tasks themselves without constant reliance on an adult. It is however

important that they be given support and help as and when needed so they do not feel

isolated and abandoned. They should be assisted in a polite way to maintain their sense

of self-esteem and not ordered around callously.

2. Children derive great pleasure and satisfaction from doing things they see others

around them doing, especially adults. As they successfully learn to emulate these

practices through EPL, they not only feel a sense of achievement and pride, but are also

prepared for the busy modern way of life which requires self-sufficiency. Additionally,

these same habits will be passed onto their future generations as well, creating a

snowballing effect.

Conversely, if the child were unable to fulfill their desire to perform these acts, it could

result in aggressive rebellious behavior out of frustration. In extreme cases, they may

even develop personality disorders due to suppression and rejection in this sensitive
  

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period of their life. Therefore, the fulfillment of these urges through practical life

exercises is essential for normal healthy behavior and personality development of

children.

3. EPL also instill a sense of responsibility and discipline in the child, which is a vital

personality trait for a well-balanced functioning member of the society. As they observe

and imitate organized behavior, for e.g putting things back in shelves where they belong

after having used them, etc. This habit translates in their life outside of the classroom as

well as they follow the same conduct at home, thereby reducing clutter and mess in their

own lives as well as their surroundings.

4. As they perform these exercises, they also develop improved motor skills, hand to

eye coordination as well as muscle strength. Learning to perform these activities as part

of the Grace and Courtesy Exercises ensures that they conduct themselves gracefully in

the society as opposed to being clumsy in their movement and actions.

5. EPL include personal care, environment care, and grace and courtesy exercises,

which effectively cover most areas of personal life as well as the world around us. These

are all necessary for a child developing an understanding and love for the universe and

all life forms within it.

In summary, exercises of practical life help a child become independent, self-sufficient

and prepared to not only face the world but also contribute to it as productive members

of the community.
  

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Question 2: Name and briefly explain the different groups of exercises of 
practical life. How do you think this grouping is helpful? 

Practical Life Exercises can be categorized into four different groups: Elementary

Exercises, Exercises of Personal Care, Grace and Courtesy Exercises and Care of

Environment Exercises.

Elementary Exercises are further divided into three sub-categories; basic elementary,

elementary and higher elementary exercises.

Basic elementary exercises including very simple tasks like holding and placing objects

for e.g jug, glass, etc.

Elementary exercises involve slightly more complex tasks than the former like folding

things, pouring ingredients, etc.

Finally, higher elementary exercises take things a step further by including relatively

harder and/or more time-consuming tasks like using droppers, cutting along lines, etc.

In Exercises of Personal Care and Environment, the child learns about the care and

maintenance that helps everyday life. These activities are, for e.g, the care of the person

(i.e the washing of the hand) and the care of the environment (i.e dusting a table or

outdoor sweeping).
  

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In the Grace and Courtesy Exercises, the children work on people to people interaction

as well as how to refine their coordination in activities such as walking around a mat or

on the line.

This grouping is beneficial because it helps ensure that all areas of everyday life are

covered from the self to the environment. They may also be useful in assessing the

specific needs of a child in terms of which area they struggle most in and need extra

assistance with. Alternatively, it may help identify what they excel at and enjoy doing the

most. Their temperament and interest can be determined to further develop activities in

line with the assessment of the child, consequently, help groom well-balanced

individuals capable of attempting a wide range of tasks.

Question 3: What are the essential points that we should keep in mind 
while presenting EPL? 

Children are naturally drawn to activities they see others practicing, especially adults. It

is, therefore, the directress's task to demonstrate the correct way of doing these

exercises in a way that allows the child to properly observe, absorb and be able to

emulate what they have witnessed.

EPL can be either through Direct or Indirect Presentation. Direct presentations are

where the activity is introduced to the child and explanation of movement is necessary

to help the child understand the necessary movements and their sequence. Indirect

presentations, on the other hand, are where a child watches a teacher present an
  

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activity or task and learns through observation without the teacher being aware of it.

This can often be more important than direct presentation, as it is almost a source of

continual learning.

To ensure effective EPL, several boxes need to be checked:

1. ​Choosing Activities: ​Firstly, the use of appropriate materials is crucial for any

activity being performed. They should not only be the right size but also simple to

handle. All material should be clean, non-toxic, real and in attractive and good shape.

The teacher should also practice beforehand to ensure the predictability and safety of

these things in use. Everything should be familiar to the child by way of being ordinary

tasks that they have already observed at home.

2. ​Setting Up: ​Everything in the practical life area should be easily accessible for

children. It is best arranged near the sink because not only do most activities require

water, but also, it is easier to clean up afterward. Activities being set up should strive to

include all types of housework chores/tasks that children witness at home. A diverse

range of fabrics, furniture surfaces and materials should be used so that children may

get acquainted with their names, different uses as well as how to clean or polish them.

3. ​Presenting Activities Guidelines: ​For all practical life activities, both the teacher

and child should wear aprons and roll up their sleeves. The children should be made to
  

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stand an appropriate distance away from the table or sink so as to avoid getting their

clothes wet or soiled. They should also be instructed and encouraged to clean up after

themselves and to not make a mess by way of example and not forced orders. There is

no right or wrong way to present. Some ways are simply better and more efficient, for

example keeping the lessons short and simple and relaying them in a relaxed and

gentle manner, etc.

4. ​Evaluation: ​The directress should actively observe children at work to and take notes

to determine when activities and/or the environment need to be modified as well as what

intrigues children the most versus what they struggle with. Even if a child is making

mistakes, they should not be interrupted mid-activity; instead, repeat lessons should be

conducted accordingly at a later point in time. During the course of the activities, all kids

should be appreciated and encouraged consistently to keep their interest and motivation

high.
  

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Question 4: Explain “Formal Setting of a Table” and “Making a Chicken 

Spread Sandwich” in the same way exercises have been explained in this 
book for you. 

MAKING A CHICKEN SPREAD SANDWICH 

Material: 

- Plate 

- Butter knife (preferably plastic) 

- 2 Slices of bread 

- Chicken spread 

Presentation:  

1. Open the chicken spread bottle. 

2. Pick up the butter knife and dip it in the chicken spread bottle to scoop out appropriate 
amount. 

3. Gently spread it out onto the slices of bread one at a time. 

4. Place the slices on top of each other with the chicken spread sides facing each other.  

5. Place the Chicken Spread Sandwich onto the plate. 

SETTING A FORMAL TABLE 

Material: 

- Dinner plate 

- Tablespoon, fork, and knife 

- Glass 

- Napkin 
  

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- Placemat 

- Napkin 

- A tray (to place all the materials in before setting them out on the table) 

Presentation: 

1. Gather students around a table  

2. Flatten out the placemat onto the table. 

3. Show the child how to roll the napkin tightly. 

4. Place the rolled napkin to the far left side of the mat. 

5. Pick up the plate and carefully place it at the bottom of the mat, near the napkin. 

6. Bring the knife over to the mat and place the knife’s tip to the right of the plate and set it 
carefully down onto the table. 

7. Pick up the spoon and fork in the same way and place them with their mouth facing 
downwards to the right of the knife. 

8. Place the glass (for water) at the top right side of the dinner plate. 

9. Stand back to allow the child to take in the set table. 

Question 5: Write (just the) names of as many EPL as possible (that you 
think are suitable for child aging 3 to 6 years) and which are not mentioned 
in this book. 

● Paying for small items at shops

● Answering a phone call

● Making a phone call in case of emergency

  

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● Throwing away trash

● Opening packets/packages

● Putting things in a bag

● Putting on socks/shoes

● Drying body with a towel

● Reading the time on a clock/watch

● Making the bed

● Drawing the curtains

● Opening/closing a window

● Wearing a car seat belt

● Locking the car door