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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, Practical Life Exercises are just that, they are Exercises 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
childrens 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.

Importance of Exercises of Practical Life:

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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:
1. To educate the childrens movements to be geared to a purpose
2. To develop childrens ability to concentrate on a task
3. To help children to carry out a series of steps in sequence
4. 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:
1. To enrich the child emotionally.
2. To endow the child with affirming experiences.
3. To encourage responsibility.
4. To engage the child physically.
5. To enliven the child constructively.
6. To fascinate the child with learning.
7. To enable the child to appreciate independence.
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, 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.

Q: 2 Explain the different groups pf practicle life? How do you think this
grouping is helpful?

Different groups of Exercises of Practical Life in Montessori System


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 childs development. The classroom is specifically designed area arranged solely for the

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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:


1) Elementary Exercises
Basic Elementary Exercises
Elementary Exercises
Higher Elementary Exercises
2) Exercises of Personal Care
3) Grace and Courtesy Exercises
4) Care of Environment Exercises

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.

Higher Elementary Exercises: In these exercises child learn logical and bit more complex
activities. Exercises like walking on the line, silence practice, etc.
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.

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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 etc.
Importance of EPL Grouping: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 childs 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.

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.

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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 directresss
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:

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.

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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 childs 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.

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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.
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:
i) Give lessons in a relaxed, happy and gentle manner
ii) 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. 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) Dont 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.

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

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 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. Introduce all ingredients to children first.
2. Then add all ingredients one by one in front of them.
3. Mix them all.
4. 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, youre 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 childs 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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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 ones 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 dont
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:

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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

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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

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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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