Name: saman ahsan

Roll no : D19184

Assignment 2
Q NO 1
Write a comprehensive note on importance of practical life exercises?
Answer:
the practical life activities teach children how to take care of the space around them
—from physically cleaning to, on a deeper level, appreciating one's environment.
These activities may include how to set the table, how to clean dishes, or how to
water and care for plants.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, Practical Life Exercises
are just that, they are Exercises so the child learns how to do living activities in a
purposeful way.

importance of Practical Life Exercises:

 Name: saman ahsan
Roll no : D19184
The aim of practical life exercises is to facilitate learning through day to day work
in the children’s home. By entrusting house work to young children, they learn
important lessons; they execute their work with devotion and accuracy. By doing
this they become singularly calm and dignified. These exercises are foundational to
many aspects of Montessori 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 sequence of
steps to carry out in an exercise. According to Montessori, during the sensitive
period between births to 6 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 Based 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. Montessori 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 wait 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.
All 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.
 Name: saman ahsan
Roll no : D19184
Practical life exercises have designed to inspire movements directed to constructive
ends. Some 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 sequence To help children learn to care for the environment One of an
example of a practical life exercise in Montessori classroom is equipped 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 sequence of
actions that are carried out in Table washing. The child has probably also observed
other children carrying out the sequence of actions, enabling him to learn by
observation. Dr. Montessori 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. To engage the child physically.
To enliven the child constructively. To fascinate the child with learning. To enable
the child to appreciate independence.
main purposes of practical life exercises it
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, children developed motor skills of
grace and fluid movement at an early age. More importantly, children developed
competent participation around the home and the rest of their environment.

Second 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 himself. We
must help him to become master of himself and then he will be able to master other
things.
 Name: saman ahsan
Roll no : D19184

Q: 2 Explain the different groups of practical life? How do you think

this grouping is helpful?
in the Montessori classroom, young children are normally drawn first to the
Practical Life area because these materials are most familiar to them. The exercises
of Practical Life have objects and materials normally encountered in everyday
living experiences such as cleaning, sweeping, pouring, dressing, plant and animal
care. The exercises of Practical Life fall into four major categories: Care of the
Self, Care of the Environment, Grace and Courtesy, and Control of Movement.
Many are fundamental exercises that the child needs to master to be able to live
comfortably in the real world.
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:

 Basic Elementary Exercises

 Elementary Exercises
 Higher Elementary Exercises
 Exercises of Personal Care Grace and
Courtesy
 Exercises Care of Environment Exercises
 Name: saman ahsan
Roll no : D19184

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:
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.

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.

HigherElementary Exercises: In these

exercises child learn logical and bit more
complex activities. Exercises like walking
on the line, silence practice, etc.
 Name: saman ahsan
Roll no : D19184
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 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.

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.
importance of 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
 Name: saman ahsan
Roll no : D19184
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.

Q:3 What are the essential points which we should keep in mind
while presenting EPL?
Essential points while Exercises of Practical Life in Montessori System
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:

Physical proportions: They must be the right size for the child to handle.
Psychically proportionate: Their function must be clear to the child
Attractive and good quality: Materials must be beautiful and attract the
child.
Clean and well maintained: The materials must be kept intact. Avoid too
many material from which child can choose.
 Name: saman ahsan
Roll no : D19184
Real not a toy: They must be real materials not toys.
One for each exercise: Multiple sets of materials so that the children learn
individually.
Adaptable: Must be able to change from culture to culture and be comprised
of the same objects the children would find in their home.
Separation: Materials must be kept separate from other objects found in the
environment.
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:
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
 Name: saman ahsan
Roll no : D19184
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. Sania Umbreen Roll No. D 11880

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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. 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
 Name: saman ahsan
Roll no : D19184
surface. The child is also shown how to clean up after an exercise and is
encouraged, but not forced, to do so.

· 3. · · · · · ·

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.

· i) ii)

Procedure: Give lessons in a relaxed, happy and gentle manner 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.

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4. a) b) c) 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. Remove
activities that are no longer being used. Watch child used material appropriately and make a mental
note. Don’t disturb the child while he is doing any activity, either doing wrong. Repeat lessons as
needed at a neutral time. Appreciate the concentration, the mastery of any work.

Q:4 Try to explain “ Formal setting of table and cooking a chicken spread sandwich “ in the same
way ,we have been explained in this book for you? Formal setting of a table:

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Material: · · · · · ·

Butter spreader A fork, spoon, and knife A drinking glass Napkin Butter plate Salad plate
 Name: saman ahsan
Roll no : D19184
Presentation:         

To present formal table setting, gather students around the table. Place things on their right places.
Dinner plate 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 fork. Place a glass for water at the top right
side of dinner plate. Put the napkin on the dinner plate. Repeat all procedure one time more. Now ask
students one by one to do as you did.

Age Group: 3 ½ and onwards

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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Preparation: 1. 2. 3. 4.

Introduce all ingredients to 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.

Q: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 in his joy and sense of achievement the image of human dignity, which is derived from
a sense of independence.” - Maria Montessori Success in life is directly correlated to the degree in
which people believe they are capable as well as independent. And how do we learn to be capable and
independent? We practice the skills that are necessary until we no longer need help and can act and do
accordingly. Allowing children to gain independence and self-discipline is the purpose of the Practical
Life activities in the Montessori classroom and at home. I say “home” because Practical Life activities
have the purpose of allowing students to gain independence and self-discipline. These skills cannot be
practiced only at school. What happens when a child is allowed to prepare their own snack, slice their
own apples, pour their own drink, and wash and dry their own dishes in the Montessori classroom, but
at home is told “Oh, you’re much too young to use a knife. You will spill that if you pour it. Let me do it
for you”? 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, but at
home I am not. Later, when Montessori teachers comment about how independent a child is, how he
enjoys taking care of his environment and keeps his work area neat and tidy, the parents shake their
heads and wonder why these skills are not being demonstrated at home. 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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 Name: saman ahsan
Roll no : D19184

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Montessori Practical Life Activities Practical Life activities are the traditional works of the family and
home. They can be broken down into four categories: 1. Preliminary activities – carrying a tray, pouring
water, spooning grain, walking on the line, etc. 2. Care of the environment – cleaning, sweeping,
dusting, gardening, raking, polishing. 3. Care of self – dressing, toileting, brushing teeth, bathing,
combing hair, preparing food, setting the table. 4. Grace and courtesy – using table manners, greeting
others, saying “please” and “thank you”, learning to control one’s own body. 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. Adults must model these activities, not just the mechanics of the
process, but also the joy that is to be found in a job well done. If the adults lack enthusiasm, the child
will learn that it is not a worthwhile task and will not want to continue. We can delight together in dishes
that are clean and ready for use at our next meal or in a well-set table. So, what can be done to extend
the Practical Life activities in the home? First off, make sure that the materials you use are child-size.
Why is this important? Well, I think about it this way. As an adult, I have several paring knives that I
have bought or received over the years. My favorite, however, is the very first one I ever received, even
though the tip is broken off and the blade is wobbly. Why is it my favorite? Because it fits my hands just
right. The other ones just don’t “feel” right to me. This is the difference between a child learning how to
work using materials that fit her just right and trying to adapt an adult-size tool to a child-size body.
Remember that Practical Life activities are the routines and rituals that adults perform daily in order to
maintain their environment. Here are a few examples of how to invite your child to continue these
valuable Practical Life lessons at home: Sania Umbreen Roll No. D 11880

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Preliminary Activities  Pouring and transferring liquids and dry ingredients without spilling  Using
scissors  Opening and closing lids  Screwing and unscrewing jar lids  Stirring

Care of the Environment  Wringing a wet cloth  Washing a table or counter top  Sweeping the floor
with a broom and dustpan  Mopping the floor  Vacuuming  Polishing silver or brass  Polishing
wood furniture  Polishing shoes  Sorting laundry by color  Matching socks  Folding towels and
wash cloths  Folding napkins  Ironing handkerchiefs or pillowcases  Sewing on buttons Sania
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 Washing dishes: pots and pans; plastic-ware; silver (flat) ware; glasses; plates  Watering and caring
for houseplants  Flower arranging  Caring for pets  Cleaning up spills  Putting materials and toys
away  Sorting recycling materials

Care of Self  Washing hands  Washing face  Washing hair  Blowing nose and properly throwing
away the tissue  Sneezing  Brushing teeth  Combing hair  Trimming fingernails  Running water
in the bath  Hanging up towels after use
 Name: saman ahsan
Roll no : D19184
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 Dressing oneself (including learning how to button, zip, snap, tie, buckle, Velcro)  Putting on a
jacket  Hanging a jacket on a low hook  Putting clean clothes in a drawer  Measuring liquid and dry
ingredients  Peeling fruits and vegetables  Using kitchen tools (fork, spoon, grater, blunt knife, ice
cream scoop, bulb baster, peeler, chopping board, rolling pin, whisk, pitcher, cookie cutters, melon
baller, apple corer, etc.)  Spreading (like butter, peanut butter, a mixture)

Grace and Courtesy  How to greet someone  How to answer the telephone  How get up from the
table  How to carry a chair properly  How to open and shut a door quietly  How to interrupt when
necessary  How to excuse oneself when passing or bumping into another  How to hand someone
something  Table manners

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 Carrying objects without dropping or spilling  Walking without bumping objects or people When we
remember to present these activities with enthusiasm and break them down into sequential steps, a
child will feel encouraged as he practices them independently. We must remember that “Adults 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.” (Montessori) As adults, we work to finish tasks efficiently and quickly so as to move on to the next
task at hand. A child, however, is working to master the activity. He will practice repeatedly to perfect
his abilities and then, may turn his attention elsewhere

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