ASSIGNMENT MODULE 2

RABIA SHAZEB
ROLL# DK2007
QUESTION # 1

WRITE A COMPREHENSIVE NOTE ON THE IMPORTANCE

OF PRACTICAL LIFE EXCERCISES.

The practical exercises are the beginning activities of young

children, by which children learns how to do living activities in
purposeful way. These practical exercises include environment
care, personal care, manners, eating, dinning and many more.
These practical life exercise enhance and improve motor control,
eye hand coordination and concentration. Due to the love of
children for these exercises they are taught good work habits by
being encouraged to complete whole tasks, such teachings
prepare young child for successful career and a responsible
citizen.
The aim of practical life exercises is to facilitate learning through
day to day work in the house for children. By allotting the house
work to young children, they learn important lessons, they
execute their work with devotion and accuracy. These exercises
are foundational to number of aspects of Montessori education.
The relationship between movement and cognitions, these
exercises are vital as they employ the body in the mind to fulfill a
meaningful goal.
According to Montessori, during the sensitive period between
birth to 6 years of age the child is constructing his inner self.
Child prepares himself for a bigger world by using his motor skill
and problem-solving abilities. Child requires order and repetition
of the same activity to refine certain skills.
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Dr. Maria discovered the importance of practical life exercises as

follows:

 To enrich the child emotionally.

 To endow the child with affirming experiences.
 To engage the child physically.
 To enliven the child constructively.
 To fascinate the child with learning.
 To enable the child to appreciate independence.

Practical life exercises are designed to inspire movements directed to

constructive ends. Some of the main purposes of including such
exercises in the classroom are:

 To educate children movements to be geared to a purpose.

 To develop children ability to concentrate on a given task.
 To help children to carry out a series of steps in sequence.
 To help children learn to care for the environment.
 To help children understand their duty and responsibility.

There are 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,
child developed motor skills of grace and fluid movements at early
age. Most importantly, child develops competent participation around
the home and the rest of their environment.
Second reason is to enable children to organize themselves as
functional human beings. To do this, we must begin by the time the
child is 2 years old, primarily physical and primarily concerned with
himself.

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QUESTION # 2

EXPLAIN THE DIFFERENT GROUPS OF EXERCISES OF

PRACTICAL LIFE. HOW DO YOU THINK THIS GROUPING IS
HELPFUL?

DIFFERENT GROUPS OF PRACTICAL LIFE IN MONTESSORI

SYSTEM:
Through the exercise of practical life (EPL) a child not only learn how to
concentrate, coordinate, be independent and order, but also how to
interact with others and gain confidence, understands and appreciate 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 stages of life. The prepared environment
is directly correlated to the child’s development. The classroom is
specifically designed and arranged solely for the children. There should
be a variety of movements and activities and all work should operate
together through discipline. Children respond well to order and quality
in their environment.

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EPL are divided into four main groups:

1) Elementary Exercises
 Basic Elementary Exercises
 Elementary Exercises
 Higher Elementary Exercises
2) Exercises of personal care
3) Grace and courtesy
4) Care of the Environment

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 3 groups:

BASIC ELEMENTRY EXERCISE:

These activities involve very basic movements, mostly
holding and placing of objects. In this exercise the child learns fundamental
activities involve muscle and mind coordination. Exercises like taking objects and
holding it and putting it back, open and close the door, etc.
ELEMENTARY EXERCISE:
In this exercise a child learns a bit more advance and
complex activities using muscles and mind coordination. Exercises like rolling and
unrolling of mats, holding a chair, pouring rice from one jug to another, etc.
HIGHER ELEMENTARY EXERCISE:
In these exercises' child learn logical and bit more
complex activities, like walking on the line, silence practice, etc.

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ROLL#DK2007

EXERCISE OF PERSONAL CARE:

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

GRACE AND COURTESY EXERCISE:

These exercises assist to learn manners and how to deal
with other people. It also helps child to learn a different situation and how to
behave and react in different situations. Child learns how to use the word “excuse
me” “sorry”. The child learns how to thank and show gratitude. How to greet
someone and introduce her to others, etc.

CARE OF THE ENVIRONMENT EXERCISES:

In these exercises' child learns how to take-care of the
environment, which includes organizing the clutters, sorting and putting things in
the right place. Dusting shelves, sweeping the floor, mopping if there is spil, taking
care of the plants, trees and animals, etc.

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ROLL#DK2007

IMPORTANCE OF EPL GROUPING:

EPL grouping helps to aid the child to develop his coordination in movement, his
balance, and his grace-fullness 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 to six years, the child
is constructing the inner building blocks of his personality. By grouping these
exercises, the child manages to gasp each and every activity. Child learn from
basic to complex, from self-control to care of the environment, from grace to
courtesy each and everything is learned step by step which helps the child in his
entire life. By grouping these exercises, child become more confident and satisfied
than other children.
The beauty of EPL lies in the fact that they can be very easy or more complicated,
they can be short or long he long exercises are really successive, such as washing
and ironing. The lengthy process can be broken down into manage-able steps. The
children use thier skills they have learned in the practical life area around the
classroom. Watering the plants, polishing the door knobs, etc.

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ROLL#DK2007
QUESTION# 3

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

Essential points while Exercises of practical life in Montessori

school:
Children are naturally interested in activities they have witnessed. It is
therefore the directress’ 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:

The materials can be characterized as:
 Physical proportions: they must be right sized for the child and
easy to handle.
 Physically proportionate: their function must be clear to the child.
 Clean and well maintained: the materials must be kept intact.
Avoid too many materials which can cause confusion for the child.
 Attractive and good quality: materials must be beautiful and holds
the quality to attract the child.
 Real not a toy: they must be real materials not a toy, must function
well.

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 Separation: materials must be kept separate from each other and

from other objects found in the environment.
 One for each exercise: multiple sets of materials so that the
children can learn individually.
 Non-toxic detergents: detergents and cleaning solutions must be
non-toxic or diluted in water.
 Adaptable: must be able to change from culture to culture and be
comprised of the same objects the children would find In their
home.

To ways to give EPL:

The presentation 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 the movement is necessary
when giving a presentation to help child understand the
movements necessary and the sequence of the movements.

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 Indirect presentation: the indirect presentations are defined as,

when a child is watching the teacher making 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 materials.

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a. Choosing Activities: while choosing the activity, all

materials should be clean and non-toxic. The exercises
taught must be done in a way the children see them done
in their own homes.

b. Setting up: the practical life area must have a place for
everything within reach of the children. E.g.: hooks to
hang, dust pan, brooms, apron should be within the reach
of the children.

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ROLL#DK2007

The furniture's of all types must be chosen with various surfaces.

In this way, children can learn to clean some plan unvarnished
woods, some polished, some painted surfaces.
Things used in the classroom must include some made of brass and
silver so that children can learn how to polish them. The materials
provided to children not only provide exercises but should also be
useful as well.

c. Presenting Activities-guidelines:
To perform practical life activities, teacher and child should
wear aprons and roll up their sleeves. The child should
stand a little away from the table and sink so as not to lean
his stomach on a wet surface.
The child should be encouraged to clean up after exercises
but nor forced to do so.
Teacher practice each activity enough so that she feels very
secure with the materials.

PROCEDURE:
 Teacher should give lessons in a relaxed, happy and gentle
manner.

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 Model courtesy, quiet and graceful movements, zest for

learning, a helping spirit and a positive and pleasant attitude
about work.
 Invite the child, tell him what you are going to demonstrate.
 Take the child to the place where the materials are stored.
 Demonstrate the activity clearly.
 Keep lessons short and simple. Follow a flexible sequence
when introducing exercises.

d. 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.
 Appreciate the concentration, the mastery of any work.
 Remove activities that are no longer being used.
 Don’t disturb the child while he is doing any activity, either
doing wrong.
 Repeat lesson needed at a neutral time.

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ROLL#DK2007

QUESTION# 4

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:

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ROLL#DK2007

MATERIALS:
 Butter spread knife
 A drinking glass
 Butter plate
 Plate
 Napkin
 A spoon, dinner knife
 Salad fork and spoon

Presentation:
 To present formal table setting, gather students around the
table.
 Place things on their right place.
 Dinner table should be place in the middle.
 Put the knife on the right side of the dinner plate and fork
and spoon on the left side.
 Salad plate should place next to the fork.
 Place the glass of water at the top right side of dinner plate.
 Put the napkin on the dinner plate.
 Repeat all the procedure on more time.
 Now ask students one by one to do as you did.

Age group:

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 3 1\2

RABIA SHAZEB
ROLL#DK2007
Chicken Spread Sandwich:

Exercise:
 1 1\2 to 2 cups minced cooked chicken
 1\4 to 1\3 cup mayonnaise
 Salt and pepper to taste
 Cayenne, garlic, onion powder, your choice, to taste

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Preparations:
 Introduce all ingredients to all children first
 Then add all ingredients one by one in front of them.
 Mix them all.
 Now ask all students to make it one by one.

QUESTION# 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.

“Any child who is self-sufficient, who can tie his shoes, dress or
undress himself, reflects joy and sense of achievement the image of
human dignity, which is derived from a sense of independence”

-Dr. Maria
Montessori

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ROLL#DK2007

Success is directly correlated to the degree in which people

believe they are capable as well as independent.

Allowing children to gain independence and self-discipline is the

purpose of the practical life. Activities in the Montessori classroom
and at home place vital source to gain both things. As these can
not only be practiced only at school, it is important to allow
children to practice these exercises at “home”. eg: like preparing
their own snacks, slice their own apple, pour their own drink, and
do their dishes.

Montessori Practical Life Activivite:

Practical life activities are the traditional works of the family and
home. They can be broken-down into four categories:

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  Preliminary activities: carrying a tray, pouring water,
walking on the line.

 Care of the environment: cleaning, sweeping, gardening.

 Care of self: dressing, brushing teeth, preparing food.

 Grace and courtesy: using table manners, greeting others,

controls one’s body language.

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. But if the adult lack
enthusiasm, the child will learn that it is not worth-while task and
will not continue.
Practical life activities are the routines and rituals that adults
perform daily in order to maintain their environment. Here are 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 jar
 Stirring
 Screwing and unscrewing.

Care of the environment:

 Folding napkins
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  Vacuuming
 Polishing silver or brass
 Sorting laundry by color

Rabia Shazeb
Roll#DK2007
 Matching socks
 Moping the floor
 Sewing on a button
 Flower arranging
 Cleaning up spills
 Use recycling materials
 Taking care of pets
 Watering
 Caring for houseplants

Care of self:
 Washing face
 Brushing teeth
 Combing hair
 Trimming finger nails
 Running water in the bath
 Sneezing
 Putting on the jacket
 Putting clothes in the drawer
 Peeling fruits and vegetables
 Spreading butter on the bread
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  Measuring liquids and dry ingredients

RABIA SHAZEB
ROLL# DK2007

Grace and courtesy:

 How to greet people
 Walking without bumping objects
 Carrying objects with dropping
 Open and shut the door quietly
 Carrying a chair properly
 How to interrupt when necessary
 How to hand someone something
 How to answer the telephone
 Table manners

A child will feel encouraged as he practices these skills

independently, as we must remember “Adults work to finish a
task, as for the child, child works in order to master the activity
as he practices repeatedly to perfect his abilities and then, may
turn his attention elsewhere.

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