Name Qurat ul ain ijaz

Roll No D14593

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

Ans:- 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, dinning and many more.
Children love these practical life exercises and are also thought 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 children learn how to do living activities in a purposeful way.

Aim of Practical Life Exercises:-

The aim of practical life exercises is so 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 fulfil 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 exercise. According to Montessori,
during the sensitive period between births to 6 years of age the child is constructing in 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 aim 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 exercise of practical life is designed to
teach the child to the independent, to supply his own wants and to perform the actions of
daily life with skill and grace. Children keep the work place in order, dusting and arranging
the furniture and putting away each a 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 table, 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:

Practical life exercises have designed to inspire movements directed to constructive ends.
Some of the main purpose of including such exercises in the class room is:

1- To educate the children`s movements to be geared to a purpose

2- To develop children`s ability to concentrate on a task

Name Qurat-ul ain Ijaz

Roll No D14593

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 colour so that they obviously go together. The
teacher demonstrates for the child a precise 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 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 movements at 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 Qurat-ul-ain Ijaz

Roll No D14593

Q-2 Explain the different groups of exercises of practical life? How do you think this grouping
is helpful?

Ans- Deferent groups of Exercises of Practical Life in Montessori System:

Though 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 understanding ultimately prepare the
child for entry into society and a life time 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:

1- Elementary Exercises

a) Basic Elementary Exercises

b) Elementary Exercises

c) 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 per
requisite for other activities.

It is sub divided into three categories:

a) 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.

b) Elementary Exercises:

In these exercises child learn a bit more advance and complex activities using muscles and
mind coordination. Exercises like rolling and unrolling of mats, holding chairs, pouring rice
from one jug to another, etc.

c) Higher Elementary Exercises:

Name Qurat ul ain Ijaz

Roll no D14593

In this exercise child learn logical and bit more complex activities. Exercise 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 exercise on how to wash the hands, use the bathroom, brush teeth, and 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 Exercise:

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, tree, 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 child’s
sensitive period between birth and six the child is constructing the inner building blocks of
this 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 snacks is a
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.
Name Qurat-ul-ain Ijaz

Roll No D14593

Q-3What is the essential points that we should keep in mind while presenting EPL?

Ans- 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

The materials used in the EPL can be characterized as follows:

1- Physical Proportions: They must be the right size for the child to handle.

2-Physically proportionate: Their function must be clear to the child.

3-Attractive and good quality: Materials must be beautiful and attractive the child.

4- Clean and well maintained: The materials must be kept intact. Avoid too many material
from which child can choose.

5-Real not a toy: They must be real materials not toys.

6-One for each exercise: Multiple set of materials so that the children learn individually.

7-Adaptable: Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.

8-Separation: Materials must be kept separate from other objects found in the environment.

9- 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 movements 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 playing 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.
 Name Qurat ul ain Ijaz

Roll No D14593

2.Setting Up: The practical life area must have a place for everything within reach of
the children. For example, hooks to hand 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.

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. These materials should not to 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, both the teacher and
child should wear aprons and roll up their sleeves. Child is shown how to work without
making a mess. The children should be made to stand an appropriate distance away
from the table or sink 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.

Procedure:

1-Give lesson in a relaxed, happy and gentle manner

2- Model courtesy, quiet and graceful movements, enthusiasm, zest of learning, a help
spirit and a positive and pleasant attitude about work.

3- Keep the lessons short and simple. Follow a flexible sequence when introducing
exercises.

4-Invite the child. Tell him what you are going to demonstrate.

5- Take the child to the place where the material is stored.

6-Carry the material to the work area.

7- Demonstrate the activity.

8-Show the child where to return the material when the activity is completed.

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.
Name Qurat ul ain Ijaz

Roll No D14593

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?

Formal setting of a table:

Material:

1- Dinner plate
2- Napkin
3- Table spoon
4- Fork
5- Knife
6- Glass
7- Plate mat
8- Salad plate

Presentation:

1-To present formal table setting, gather students around the table.

2- Place things on their right places.

3- Dinner plate should be place in the middle.

3- Put the knife on the right side of the dinner plate and fork and spoon on the left side.

4- Salad plate should place next to fork.

5- Place a glass of water at the top right side of dinner plate.

6- Put the napkin on the dinner plate.

7- Repeat all procedure one time more.

8-Now ask students one by one to do as you did.

Age Group:

3 ½ and onwards

MAKING A CHICKEN SPREAD SANDWICH

Material:

- Plate

- Butter knife (preferably plastic)

- 2 Slices of bread

- Chicken spread Presentation:

1. Open the chicken spread bottle.

Name Qurat ul ain Ijaz

Roll No D14593

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.

Name Qurat ul ain Ijaz

Roll No D14593

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.

Ans “Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in
his joy and senses 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. Any 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 practical life
activities in the Montessori classroom and at home. I say “home” because Practical Life activities
have the purpose of allowing student 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 in 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 a child is, how he enjoys taking care of his
environment and keeps his work area neat and tidy, the parents shakes 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.