You are on page 1of 21

Aqsa Tabassum Roll No.

D1 3994

Montessori Teaching

Assignment Module-II

Aqsa Tabassum
Roll No. D1 3994

1. Write a comprehensive note on the importance of practical life exercises.

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

3. What are the essential points that we should keep in mind while presenting EPL?

4. Try to explain “Formal setting of a Table” and “Making a Chicken Spread


Sandwich” in the same way EPL have been explained in this book for you.

5. Write just the names of as many EPL as possible (that you think a child can do)

Page 1 of 21
Aqsa Tabassum Roll No. D1 3994

Answer No. 1
Write a comprehensive note on the importance of practical life exercises.

Introduction:

The Importance of Practical Life Exercises


Follow a systematic approach in which each child is provided with opportunities to go
through a series of simpler to complex activities. This way the child gradually steps up the
complexity level of exercises, and becomes able to perform complicated tasks. Religious
teachings and practices can also be incorporated into, like how to pray, greet others, drink water,
start a task, knock at the door, etc.

The Importance for Independence:


It is established that between birth and six the child is developing. His mental patterns are
getting fixed, and the personality is developing which is almost determined by the age of six to
seven years. Things are done for them rather than helping them to do things themselves. In
almost every family we have males ordering mothers, sisters, wives and daughters to do things
for them. “bring me food” “bring me water” “take the dishes away” “where are my shoes?”
“polish them” “iron my clothes”, etc. The point is that if practical life activities are started at the
right time and we help children do things themselves rather than doing things for them.
Independence becomes a lifelong personality trait. They don't just continue doing everyday
things for themselves and others but also do it happily.

Page 2 of 21
Aqsa Tabassum Roll No. D1 3994

The Importance for Developing, Happiness, Self-Satisfaction & Self-Respect:


During 0-3 years the child loves to do work at home and learn. Through EPL the love of
work also develops in the child, and he enjoys the activities involved in keeping himself and the
environment worthwhile for living.

All this work, actually, gives the child high self-esteem and feeling of being important. When
work habits are formed it must be shown to the child that he has to be helpful for all... not just
for himself. The adult, who has to choose a profession, chooses the kind of work he enjoys
doing. Happiness and self- satisfaction can be acquired only if all kinds of work are done in the
proper way. Similarly, young children should also be allowed to choose work that they will
enjoy doing.

Page 3 of 21
Aqsa Tabassum Roll No. D1 3994

Since this age proceeds quickly, if this time is used properly and all the activities are taught
seriously, the child in his later life would be well equipped to maintain the house, which in the
modern age requires a lot of dexterity. All this work requires high intelligence and skills. When
we teach these activities to a child we should be generous in our support and praise to the child,
because at this stage he works hard, ardently and passionately. We should show our interest and

delight to make him feel important. The children who come to a Montessori school are those
who are actually being prepared for maturity. It is very essential to provide opportunities for
learning which aim on acquiring the basic skills to prepare each child for future responsibilities.
The child naturally has an urge to acquire these skills. A young child who has had the
opportunity to help his mother in the house gets to learn all these skills form her. He develops in
intelligence and has a fulfilled feeling of satisfaction because he can see that he is involved in an
important work which is done by adults and is of value. The child gets the contentment and
knowledge of the fact that he is doing something worthwhile which is leading him to
independence. If we stop the child from working it is stopping him from developing. Words like
“Go away and play” means “You are worthless and not suitable for anything. Take a toy and
play with it because no real and purposeful things can be given to you, the real things are only
for me!” I want to share more points about Importance of practical life exercises.

Page 4 of 21
Aqsa Tabassum Roll No. D1 3994

 For Making World a Better Organized and Tidier Place


 For Learning to Give and Take Help Gracefully
 For Normalization of the Child
 For Passing on Good Work Habits to the Next Generations
 For Perfection of Movements
 For Developing Love of the Universe Avoiding Personality Disorders.

Importance of EPL
EPL 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. 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.

Page 5 of 21
Aqsa Tabassum Roll No. D1 3994

Answer No. 2
Explain the different groups of exercises of practical life. How do you think
this grouping is helpful?

The different groups of exercises of practical life.

We 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

I think this grouping is helpful for The Exercises of Practical Life details of these points are

1) Elementary Exercises
These exercises assist in creating routine and order in the environment and are pre
requisite for other activities. Elementary exercises are further sub-divided into three groups.

a) Basic Elementary Exercises

These activities involve very basic movements, mostly involving how to hold and place
objects. These activities are completed within a very short time. For example, how to hold, carry
and place a jug, glass, tray, spoon, etc. In these exercises child also learn fundamental activities
involve muscle and mind coordination. Exercises like taking object holding it and put it back,
open and close the door, etc.

Page 6 of 21
Aqsa Tabassum Roll No. D1 3994

b) Elementary Exercises
The movements involved in this category are a bit more complex and advanced than
basic elementary exercises, but altogether they are also done within a short period of time.
Examples: rolling and unrolling of mats, folding and unfolding mats opening and closing bottle
tops, pouring rice from one jug to another jug, etc.

In these exercises child also 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.

c) Higher elementary Exercise


Same sort of work is involved in these exercises but they are more logical and slightly
more complex than the previous group of exercises. Examples: cutting along a line, spooning
beans into a number of containers, use of dropper, etc. In these exercises child also learn logical
and bit more complex activities. Exercises like walking on the line, silence practice, etc.

Page 7 of 21
Aqsa Tabassum Roll No. D1 3994

2) Exercises of Personal Care


These exercises help the child to take care of himself, gain confidence and groom
himself. Examples: combing hair, brushing teeth, dressing frames, etc. These exercises also
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.

3) Grace and Courtesy Exercise


Through these activities the child learns to be polite, use basic manners and how to go
around the society. Examples: table manners, how to carry a chair, how to be silent, use of thank
you, sorry, please, etc. 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.

Page 8 of 21
Aqsa Tabassum Roll No. D1 3994

4. Care of Environment
Exercises of care of both outdoor and indoor environments are components of this
category. The child learns to take care of the environment, how to keep it clean and how to
restore and maintain proper living conditions, indoor Examples: polishing brass, washing dishes,
dusting, flower arrangement, etc. Outdoor Examples: picking up dried leaves, watering plants,
etc. 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.

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.

Page 9 of 21
Aqsa Tabassum Roll No. D1 3994

Answer No. 3

What are the essential points that we should keep in mind while presenting EPL?

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. Correctness of the technique of the directresses'
presentation is of high value in the learning process of the child. The first basic is that the
directress, before she attempts a presentation in front of a child, must practice the activity as
many times as possible so that the possibility for any sort of errors is as less as possible. There
are two kinds of presentations
• Individual presentation
• Group Presentation
These basic points are not just related to the presentation of EPL’s but will be followed in
making presentation of any topic like exercises of sensory development, mathematics, language,
handwork, culture, etc.

Individual Presentation:
Only one child is taken in this presentation. Following are the points which are to be kept
in mind while presenting an exercise.
1. The material must be placed at the eye level of
the child so that the child gets interested in it
and likes to work with it.
2. Order of placing things is also of high
importance. Use the rule “a thing for a place and
a place for a thing”.
3. The material must be ready before presentation.
4. Take the consent of the child by saying “Would
you like me to show you how we work with it?”

Page 10 of 21
Aqsa Tabassum Roll No. D1 3994

5. Brief him about the material, tell him the ground rules of how to use the material and pointing
out its place where it is to be returned.
6. Take the material to the workplace with the help.
7. In a graceful, cheerful and relaxed way give presentation. Do it with an economy of
language (which means only absolutely necessary words should be used) and an economy of
movements (which means only the necessary movements should be followed). Keep the
principle in mind “you should not speak while demonstrating and you should not
demonstrate while speaking”.
8. Make sure that the presentation must be brief and lively.
9. After the demonstration, invite the child to carry on with the activity.
10. Leave the child. Let the child work with the material for as long as he likes. Do not interrupt.
11. The material must be placed back at its proper place after work.
12. Our objective should be that at the end of presentation the child should be able to work
independently. Our goal should be to bring him into a mental state when his natural interest
to carry on with the exercise himself is kindled. We should not expect him to do the exercise
perfectly. Sometimes he needs more than one presentations.

Group Presentation:
Most of the time individual presentations are given. However, sometimes group teaching
is also carried out in the classroom. The same rules, as mentioned above, must be kept in mind
while making a group presentation but there are a few other important points to observe.
1. Only if all the children in the group are in the mood to take instructions and obey, go ahead
with the presentation.
2. If you, however, feel that any one of the
children would disturb the class, do not
continue, and rather give individual
presentations.
3. At the end of the presentation each child
must be given separate material to do
individual work. (Giving separate material
makes the children busy at once, and avoids

Page 11 of 21
Aqsa Tabassum Roll No. D1 3994

the lack of concentration and frustration which the child has to face while he waits for the
material to get free).

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.
 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.

Page 12 of 21
Aqsa Tabassum Roll No. D1 3994

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:

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.
• 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.

Page 13 of 21
Aqsa Tabassum Roll No. D1 3994

• 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.

Evaluation:
Observe children at work to determine when
activities need to be simplified, when the

Page 14 of 21
Aqsa Tabassum Roll No. D1 3994

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.

Page 15 of 21
Aqsa Tabassum Roll No. D1 3994

Answer No. 4
Try to explain “Formal setting of a Table” and “Making a Chicken Spread
Sandwich” in the same way EPL have been explained in this book for you.
Formal setting of a Table:

Material:
• 1 Table mat
• 1 Plate
• 1 Glass
• 1 Spoon
• 1 Knife
• 1 Fork
• 1 Napkin
• 1 large wooden tray (optional)

Presentation:
1. Prepare a child-sized table for the presentation and place a chair in front of the table. Invite
the child by asking him/her whether they would like to learn to set up a formal table.
2. Bring the appropriate material from the place where it is stored to the workplace with the
help of the child. The material must be kept at the child’s eye level.
3. The child can be demonstrated how to set the table using the large wooden tray or directly
onto the table. In this presentation the demonstration is being done directly onto the table.
4. Pick up the place mat by holding the top right corner with your right thumb and index finger
and the top left corner with our left thumb and index finger. Lift the table mat on the table
right in front of the chair.
5. Flatten out the mat so that it does not have any wrinkles in it.
6. Pick up the plate by holding it from its rims with both hands in such a way that the thumbs
of both hands are on the upper side and fingers should be underneath the plate for support.
7. Lift the plate and place it in the middle of the table mat without making a sound.
8. Pick up the napkin in such a way that your thumb is on the lower side and fingers are on the
upper side of the napkin.

Page 16 of 21
Aqsa Tabassum Roll No. D1 3994

9. Lift the napkin and place it on the left side of the plate. (Please note: different variations of
the position of the napkin are used. In this presentation the simplest napkin position is being
used for the convenience of the child who is learning to set the table for the first time.) Keep
the napkin in line with the plate so that it looks balanced.
10. If the napkin needs to be folded, hold its corners with your thumb and index fingers and
bring the corners a bit higher. Put them on the opposite corners. If required double fold from
left to right. After folding smooth out the crease.
11. Pick up the fork with your index finger and thumb such that the thumb is on the upper side
and index finger is on the lower side of the holding part (handle) of the fork.
12. Place the fork gently on the left side of the plate on top of the napkin. Make sure the fork is
in line with the plate.
13. Pick up the knife in the same manner as the fork. Place it on the right hand side of the plate
in such a manner that the sharp edge of the knife faces the plate. The fork, plate and knife
should all be in line and in a balanced position.
14. Pick up the spoon and place it on the right side of the knife. Keep it in a balanced line with
the knife.
15. Pick up the glass in such a way that the thumb of right hand is on your side and four fingers
on the opposite side, while the palm of the left hand may be used to support the glass. Place
it on the right side of the table mat just above the knife and spoon, without making a sound.
16. Invite the child to use the material to practice the activity himself.
17. After the child has finished the activity he should be shown where the material must be
placed.
18. The child may be allowed to use the material anytime for practicing.

Points of Interest:
• Remembering where and how to place the various items
• Keeping the items in balance with each other
• Maintaining balance while holding and carrying different utensils
• Concentration Control of Error:
• Dropping glass, plate or other utensils
• Making sound while placing different utensils on the table.

Page 17 of 21
Aqsa Tabassum Roll No. D1 3994

Direct Aim:
Learn to set up a table while coping independently with the various items and remembering their
right places. • Hand eye coordination
• Balance
• Perfection of movement
• Concentration
Age Group:
3 years and onwards

Making a Chicken Spread Sandwich:


1. Get your leftover chicken meat and chop it up. I like my chicken spread to be quite chunky,
so I don’t chop it all that finely, but you can make it however you like.
2. Put the chicken pieces into a bowl and add several dollops of mayonnaise. My husband likes
it really creamy, so I have to put extra mayo in for him!
3. Add salt and pepper to taste, and stir the mixture together.
4. Add hot sauce, garlic paste, or sweet
corn – or all three, if you’re feeling
adventurous!
5. Get two pieces of bread, and butter them
if you want. I’m on a diet at the
moment, so I’ve been skipping the
butter – you don’t need it, as the
mayonnaise will make the sandwich
nice and moist.
6. Put a layer of salad onto one piece of
bread, if you’re into that.
7. Spoon the chicken mixture onto the piece of bread with the salad on – this makes
8. Lay the other piece of bread on top, and press down gently.
9. Cut the sandwich into however many pieces you’d like.

Page 18 of 21
Aqsa Tabassum Roll No. D1 3994

Answer No. 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.

The names of as many EPL


 Dressing oneself
 Knowing parts of the body
 Putting on jacket and zipping it
 Hanging jacket on low hook
 Putting clean clothes in drawer
 Washing hands & drying hands with paper towel & throwing towel away in the trash
 Blowing nose and throwing away tissue properly
 Table manners
 Setting the dinner table
 Cleaning up spills with a sponge
 Polishing shoes
 Fastening clothes on a line with clothes pins or pegs
 Using scissors with skill
 Washing linen or dolls clothes on a wash board (you can buy these at a hardware store)
 Learning home address and phone number
 Pouring beans, rice, sugar, etc. without spilling
 Pouring liquids without spilling
 Sitting on the line
 Sitting next to the line
 Walking on the line
 Carrying objects without dropping them
 Carrying liquids without spilling
 Walking without knocking into furniture or people

Page 19 of 21
Aqsa Tabassum Roll No. D1 3994

 Dancing without knocking into furniture or people


 Using knives with good control
 Cracking nuts
 Putting materials, books, and toys away on the shelves
 Working carefully and neatly
 Dusting and polishing exercises
 Sweeping with small broom and dust pan
 Flower arranging
 Caring for plants
 Caring for animals
 Folding napkins, towels and own clothing
 Simple use of needle and thread
 Use of tweezers, tongs, eyedroppers, and locks
 Spooning exercises
 Small hammer and nails to make wood projects out of scrap lumber
 Weaving and bead stringing
 Sorting Beads
 Sorting and Sequencing
 Sorting Colors with Magnet
 Activity with soap dish
 Marbles and bath mat
 Sorting According to Height
 Sewing Braiding Stamping
 Modeling with clay
 Cutting and pasting Simple cooking and food preparation and baking with mom or dad
 This handy cooking stool makes cooking much easier and enjoyable.
 Here are some favorite kitchen activities:
 Using an old fashioned egg beater or whisk
 Sifting flour

Page 20 of 21
Aqsa Tabassum Roll No. D1 3994

 Scooping flour, sugar, salt, etc. with large and small scoops washing vegetables and fruit,
peeling with a vegetable peeler
 Spreading (like peanut butter on a cracker)
 Stirring mixture
 Basting with a large turkey baster Using a ladle
 Opening and closing lids
 Screwing and unscrewing lids on jars
 Dish washing and washing table with a sponge Using a rolling pin.

Page 21 of 21

You might also like