Q:1 Write a comprehensive note on the importance of practicle life exercises?

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, ractical !ife "xercises are #ust that, they are
"xercises so the child learns how to do living activities in a purposeful way.

Aim of Practical Life Exercises:

The aim of practical life exercises is to facilitate learning through day to day work in the
children$s home. %y entrusting house work to young children, they learn important lessons& they
execute their work with devotion and accuracy. %y doing this they become singularly calm and
dignified. These exercises are foundational to many aspects of 'ontessori 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 se(uence of steps to carry out in an exercise. )ccording to 'ontessori, during the sensitive
period between births to * 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
%ased 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. 'ontessori 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 w ait 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. )ll children share alike in this work,
regardless of their age. Children of three and four soon learn to handle the plates and glasses,
and to pass food.

Importance of Exercises of Practical Life:

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 ractical life exercises have designed to inspire movements directed to
constructive ends. +ome 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 se(uence
0. To help children learn to care for the environment
1ne of an example of a practical life exercise in 'ontessori classroom is e(uipped 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 se(uence of actions that are carried out in Table washing.
The child has probably also observed other children carrying out the se(uence of actions,
enabling him to learn by observation.
2r. 'ontessori discovered the importance of the practical life exercises as follows
. To enrich the child emotionally.
. To endow the child with affirming experiences.
/. To encourage responsibility.
0. To engage the child physically.
3. To enliven the child constructively.
*. To fascinate the child with learning.
4. To enable the child to appreciate independence.
Two main purposes of practical life
exercises
5 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. )s a result, children developed motor skills of grace
and
fluid movement at an early age. 'ore importantly, children developed competent
participation
around the home and the rest of their environment.

5 econ! 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 h imself. 6e must help him to beco me master of
himself and then he will be able to master other things.

Q: " Explain the !ifferent #roups pf practicle life? $ow !o %ou thin&
this
#roupin# is
helpful?

2ifferent groups of "xercises of ractical !ife in 'ontessori +ystem

Through "xercises of ractical !ife 7"!8 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. "! 9ltimately 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 (uality in their environment.

"! are divided into four main groups

1' "lementary "xercises
 %asic "lementary "xercises
 "lementary "xercises
 :igher "lementary "xercises
"' "xercises of ersonal Care
(' ;race and Courtesy "xercises
)' Care of "nvironment "xercises

Elementar% Exercises: These exercises assist in creating routine and order in

the environment and are pre re(uisite for other activities.
It is sub divided into three categories
 *asic Elementar% Exercises In these exercises child learn fundamental activities
involve
muscle and mind coordination. "xercises like taking ob#ect holding it and put it back, open
and close the door, etc.
 Elementar% Exercises: In these exercises child learn a bit more advance and complex
activities using muscle and mind coordination. "xercises like rolling and unrolling of mats,
holding a chair, pouring rice from one #ug to another, etc.

 $i#her Elementar% Exercises: In these exercises child learn logical and bit more
complex activities. "xercises like walking on the line, silence practice, etc.
Exercises of Personal +are: 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.

,race an! +ourtes% 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.
+are 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 ,roupin#:"! 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. 2uring the child$s sensitive period between birth and six, the child is
constructing the inner building blocks of his person. %y 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. 6hen child learn basic motor skills and then advance complex
and logical skills, he become more confident and satisfied then other children. 'ore
importantly, when the child is later taught a skill or an academic accomplishment, it becomes a
part of him.

The beauty of "! 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. "ating snack is part of
practical life. +erving yourself and cleaning yo ur 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. lants are watered, doorknobs polished, etc. ractical
life activities are not separate from the classroom. They are incorporated into the life of the child.
ractical life exercises can also be incorporated into the home.
 Q:( What are the essential points which we shoul! &eep in min!
while
presentin# EPL?

"ssential points while "xercises of ractical !ife in 'ontessori +ystem

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 use! in the

EPL
can be characterized as follows

i. Ph%sical proportions: They must be the right size for the child to
handle. ii. Ps%chicall% proportionate: Their function must be clear to the
child.
iii. Attractive an! #oo! -ualit%: 'aterials must be beautiful and attract the child.
iv. +lean an! well maintaine!: The materials must be kept intact. )void too many material
from
which child can choose.
v. .eal not a to%: They must be real materials not toys.

vi. /ne for each exercise: 'ultiple sets of materials so that the children learn individually.
vii. A!apta0le: 'ust be able to change from culture to culture and be comprised of the same
ob#ects the children would find in their
home.
viii. eparation: 'aterials must be kept separate from other ob#ects found in the environment.
 ix. on2Toxic 3eter#ents: 2etergents and cleaning solutions must be non-toxic or diluted
in water.

Two wa%s to #ive EPL: The presentations for "! can be collective or individual
depending on the child$s needs and the nature of the activity. It can be direct or indirect.

a' 3irect Presentation: 2irect presentations are when we introduce an activity to the
child.
)nalysis of movement is necessary when giving a presentation to help the child understand the
movements necessary and the se(uence of movements.

0' In!irect 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
'ontessori material.

6hile presenting any "! in front of a child teacher or elder should know these four basic
principles
14 +hoosin# Activities: 6hile 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.
"4 ettin# 5p: The practical life area must have a place for everything within reach of the
children.
=or example, hooks to hang the brooms and apron, dust pan, mop, duster, and aprons should be
within easy reach of the children.
5 The practical life area is best arranged near the sink, as water is needed for some of the
activities.
 5 In setting up a classroom, provision must be made to practice all types of housework the child
sees done at home. =urniture 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.

5 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.
5 Children need to learn to wash various types of fabrics. )prons, dusters, dish towels, etc., should
be chosen so different fabrics are represented like linen, denim, cotton, etc.
(4 Presentin# Activities 6 ,ui!
elines:
5 =or all practical life activities, teacher and child should we ar aprons and roll up their sleeves.
5 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.
5 The child is also shown how to clean up after an exercise and is encouraged, but not forced, to
do so.

5 ) 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.
5 6hen 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.
5 Teacher practice each activity enough so that she feel very secure with the material. There is no
right or wrong way to present. +ome ways are simply better and more efficient.

5 rocedure
i8 ;ive lessons in a relaxed, happy and gentle manner
ii8 'odel courtesy, (uiet and graceful movements, enthusiasm, zest for learning, a helping spirit,
and a positive and pleasant attitude about work.
iii8 >eep the lessons short and simple. =ollow a flexible se(uenc e when introducing exercises.
iv8 Invite the child. Tell him what you are go ing to demonstrate.
v8 Take the child to the place where the material is stored.
vi8 Carry the material to the work area.
vii8 2emonstrate the activity.
viii8 +how the child where to return the material when the activity is completed.
)4 Evaluation: 1bserve 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.
a8 ?emove activities that are no longer being used.
b8 6atch child used material appropriately and make a mental note.
c8 2on$t disturb the child while he is doing any activity, either doing wrong. ?epeat lessons as
needed at a neutral time.
d8 )ppreciate the concentration, the mastery of any work.

Q:) Tr% to explain 7 Formal settin# of ta0le an! coo&in# a chic&en

sprea!
san!wich 7 in the same wa% 8we have 0een explaine! in this 0oo& for

%ou? Formal settin# of a ta0le:

9aterial:

· %utter spreader
· ) fork, spoon, and knife
· ) drinking glass
· @apkin
· %utter plate
· +alad plate

Presentation:

 To present formal table setting, gather students around the table.

 lace things on their right places.
 2inner plate should be place in the middle
 ut the knife on the right side of the dinner plate and fork and spoon on the left side.
 +alad plate should place next to fork.
 lace a glass for water at the top right side of dinner plate.
 ut the napkin on the dinner plate.
 ?epeat all procedure one time more.
 @ow ask students one by one to do as you did.

A#e ,roup:

/ A and onwards

+hic&en sprea! san!wich:

Exercise:

  B to  cups minced cooked chicken

 B0 to B/ cup mayonnaise
 salt and pepper, to taste
 cayenne, garlic, onion powder, your choice, to taste
 Preparation:

. Introduce all ingredients to children first.

. Then add all ingredients one by one in front of them.
/. 'ix them all.
0. @ow ask all students to make it one by one.

Q: Write ;ust the names of as man% EPL as possi0le <that %ou thin& a chil! can
!o' an! which are not mentione! in the 0oo&4
"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

+uccess in life is directly correlated to the degree in which people believe they are capable as
well as independent. )nd how do we learn to be capable and independent 6e practice the skills
that are necessary until we no longer need help and can act and do accordingly.

)llowing children to gain independence and self-discipline is the purpose of the ractical !ife
activities in the 'ontessori classroom and at home. I say Dho meE because ractical !ife
activities have the purpose of allowing students to gain independence and self-discipline. These
skills cannot be practiced only at school. 6hat happens when a child is allowed to prepare their
own snack, slice their own apples, pou r their own drink, and wash and dry their own dishes in
the 'ontessori classroom, but at home is told D1h, you$re much too young to use a knife. Fou
will spill that if you pour it. !et me do it for youE 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, bu t at home I am not. !ater,
when
'ontessori teachers comment about how independent a child is, how he en#oys taking care of his
environment and keeps his work area neat and tidy, the parents shake their heads and won der
why these skills are not being demonstrated at ho me. The answer is clear& the well-meaning and
loving parents have done for the child what he is clearly able to do himself.

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9ontessori Practical Life Activities
ractical !ife activities are the traditional works of the family and home. They can be broken
down into four categories

. Preliminar% activities G carrying a tray, pouring water, spooning grain, walking on the
line, etc.
. +are of the environment G cleaning, sweeping, dusting, gardening, raking, polishing.

/. +are of self G dressing, toileting, brushing teeth, bathing, combing hair, preparing
food, setting the table.
0. ,race an! courtes% G using table manners, greeting others, saying DpleaseE and Dthank
youE, learning to control one$s own body.

"ach 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. )dults must model these activities,
not #ust the mechanics of the process, but also the #oy that is to be found in a #ob well done. If the
adults lack enthusiasm, the child will learn that it is not a worthwhile task and will not want to
continue. 6e can delight together in dishes that are clean and ready for use at our next meal or in
a well-set table.

+o, what can be done to extend the  ractical !ife activities in the home =irst off, make sure that
the materials you use are child-size. 6hy is this important 6ell, I think about it this way. )s an
adult, I have several paring knives that I have bought or received over the years. 'y favorite,
however, is the very first one I ever received, even though the tip is broken off and the blade is
wobbly. 6hy is it my favorite %ecause it fits my hands #ust right. The other ones #ust don$t
DfeelE right to me. This is the difference between a child learning how to work using materials
that fit her #ust right and trying to adapt an adult-size tool to a child-size body.

?emember that ractical !ife activities are the routines and rituals that adults perform daily
in order to maintain their environment. :ere are a few examples of how to invite your child to
continue these valuable ractical !ife lessons at home
Preliminar% Activities

 ouring and transferring li(uids and dry ingredients without spilling

 9sing scissors
 1pening and closing lids
 +crewing and unscrewing #ar lids
 +tirring

+are of the Environment

 6ringing a wet cloth

 6ashing a table or counter top

 +weeping the floor with a broom an d dustpan

 'opping the floor

 Hacuuming

 olishing silver or brass

 olishing wood furniture

 olishing shoes

 +orting laundry by color

 'atching socks

 =olding towels and wash cloths

 =olding napkins

 Ironing handkerchiefs or pillowcases

 +ewing on buttons
  6ashing dishes pots and pans& plastic-ware& silver 7flat8 ware& glasses& plates

 6atering and caring for houseplants

 =lower arranging

 Caring for pets

 Cleaning up spills

 utting materials and toys away

 +orting recycling materials

+are of elf

 6ashing hands

 6ashing face

 6ashing hair

 %lowing nose and properly throwing away the tissue

 +neezing

 %rushing teeth

 Combing hair

 Trimming fingernails

 ?unning water in the bath

 :anging up towels after use

  2ressing oneself 7including learning how to button, zip, snap, tie, buckle, Helcro8

 utting on a #acket

 :anging a #acket on a low hook

 utting clean clothes in a drawer

 'easuring li(uid and dry ingredients

 eeling fruits and vegetables

 9sing kitchen tools 7fork, spoon, grater, blunt knife, ice cream scoop, bulb baster,
peeler, chopping board, rolling pin, whisk, pitcher, cookie cutters, melon baller, apple
corer, etc.8

 +preading 7like butter, peanut butter, a mixture8

,race an! +ourtes%

 :ow to greet someone

 :ow to answer the telephone

 :ow get up from the table

 :ow to carry a chair properly

 :ow to open and shut a door (uietly

 :ow to interrupt when necessary

 :ow to excuse oneself when passing or bumping into another

 :ow to hand someone something

 Table manners
  Carrying ob#ects without dropping or spilling

 6alking without bumping ob#ects or people

6hen we remember to present these activities with enthusiasm and break them down into
se(uential steps, a child will feel encouraged as he practices them independently. 6e must
remember that D)dults 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.E 7'ontessori8 )s adults, we work to finish tasks
efficiently and (uickly so as to move on to the next task at hand. ) child, however, is working
to master the activity. :e will practice repeatedly to perfect his abilities and then, may turn his
attention elsewhere