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Answer No. 1

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

The Importance of Practical Life Exercises:

Introduction:

The Importance of Practical Life Exercises are those exercises which helps a child to learn meaningful
activities in a perposeful way. It helps in daily life because it is actually those actions which are normally
performed by every day. Epl exercises are those exercises of daily life which are performed by the adult
in different situation. The adults perform these activities for maintaining and restoring proper living
conditions. There are unlimited practical life exercises in a montessori house of children. By doing Epl
children get use to and are able to do series of simpler to complex last of daily life. 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 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.
When 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 a 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. 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

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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!”

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.
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.
b) Higher elementary Exercise

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Same sort of work is involved in these exercises but they are more logical and slightly more complex than
the previous group of exercises.
2) Exercises of Personal Care
These exercises help the child to take care of himself, gain confidence and groom himself.
3) Grace and Courtesy Exercise
Through these activities the child learns to be polite, use basic manners and how to go around the society.
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 putting things in the right places,

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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.

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 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?”

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:

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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 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:

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
child’s needs and the nature of the activity. It can be direct or indirect.

a) Direct Presentation: Direct presentations are when we introduce an activity to the child.
Analysis of movement is necessary when giving a presentation to help the child understand
the movements necessary and the sequence of movements.
b) Indirect Presentation: The indirect presentations are defined as when a child is watching the
teacher make a presentation and paying attention to the lesson without the teacher being aware
of it. This can be more important than the direct presentation, for the teacher is the biggest
piece of Montessori material.

While presenting any EPL in front of a child teacher or elder should know these four basic principles:

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.

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• 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
environment needs to be modified, and what is currently catching the interest of your children.

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 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.

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:

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 • 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.
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.

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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

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Control of Error:

• Dropping glass, plate or other utensils

• Making sound while placing different utensils on the table.

Direct Aim:

Learn to set up a table while coping independently with the various items and remembering their right
places.

Indirect Aim:

• 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 sweetcorn – 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.

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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.

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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
Dancing without knocking into furniture or people
Using knives with good control

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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

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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

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