Q:1 Write a comprehensive note on the importance of practical 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 "excises are just that, they are excises 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. 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:

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 children’s movements to be geared to a purpose
2. To develop children’s 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. 6e must help him to become master of himself and
then he will be able to master other things.

Q: 2 Explain the different groups of practical life? How to you think this grouping is
helpful?

Different groups of exercise 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. 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
 Basic Elementary exercises
 Elementary exercises
 Higher elementary exercises
2) Exercises of Personal Care
3) Grace and Courtesy Exercise
4) Care of Environment Exercise

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 Exercise: 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.
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:

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 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. Then 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.

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.

Physically 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 material must be kept intact, Avoid too many material
from which child can choose.

Real not a toy: They must is real material 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.

Separations: 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.

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.

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.

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.

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 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:
1) Give lessons in a relaxed, happy and gentle manner
2) Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a helping spirit,
and a positive and pleasant attitude about work.
3) Keep the lessons short and simple. Yellow 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.

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) Don’t 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 cooling a chicken spread sandwich” in the
same way, we have been explained in this Book for you

Formal setting of a table:

Material:
 Butter spreader
 A fork, spoon, and knife
 A drinking glass
 Napkin
 Butter Plate
 Salad plates
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 ½ to 2 cups minced cooked chicken
 ¼ to 1/3 cup mayonnaise
 salt and pepper, to taste
 cayenne, garlic, onion powder, your choice, to taste

Preparation:

a. Introduce all ingredients to children first.

b. Then add all ingredients one by one in front of them.
c. Mix them all.
d. 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 are 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.

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 environment0-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:

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
 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
 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
 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) is 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.