Saba Nauman

DK2502
Saba Nauman
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Q:1 Write a comprehensive note on the importance of practical life exercises?

Definition In doing practical life activities, the child can develop a high level of concentration, develop
a sense of order, take pride in completing a job, increase independence, develop respect for his or her
community and surroundings, and improve fine motor skills—both in general and with an eye to the
particular skills that a child will need for more cognitively demanding work such as reading, writing,
and mathematics.
The practical life activities should be taken seriously as children are working diligently to
perfect and master specific skills. This fundamental range of work has many layers of purpose that
include joyously earning mastery over the "mundane," as well as constructing and practicing core
human faculties.
1. 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:
2. 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. 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.
3. 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.
4. 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.
Montessorianism 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
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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
5. 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: -
a. To educate the children’s movements to be geared to a purpose.
b. To develop children’s ability to concentrate on a task /.
c. To help children to carry out a series of steps in sequence.
d. To help children learn to care for the environment.
6. 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
childrensized and are usually of the same color so that they obviously go together. The teacher dem
onstrates 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: -
a. To enrich the child emotionally.
b. To endow the child with affirming experiences.
c. To encourage responsibility.
d. To engage the child physically.
e. To enliven the child constructively.
f. To fascinate the child with learning.
g. To enable the child to appreciate independence.
7. Two Main Purposes of Practical Life Exercises
a. 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.
b. 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.
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Q:2 " Explain the different groups of practicle life? How to you think this grouping is helpful?
1. 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 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: -
a. 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: -
(1) 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.
(2) 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 mug to another, etc.
(3) Higher Elementary Exercises. In these exercises child learn logical and bit more
complex activities. Exercises like walking on the line, silence practice, etc.
b. 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.

c. Grace and Courtesy Exercises. These exercises assist child to learn manners and how to
deal with other people. It also helps 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.
d. 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.
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2. 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. 2uring 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. 6hen 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. lants are watered, doorknobs polished, etc. racticallif
e 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?
1. 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 use! in the EPL can be characterized as follows: -
a. Physical proportions. They must be the right size for the child to handle.
b. Psychically proportionate. Their function must be clear to the child.
c. Attractive and good quality. Materials must be beautiful and attract the child.
d. Clean and well maintained. The materials must be kept intact. Avoid too many materials
from which child can choose.
e. Real not a toy. They must be real materials not toys.
f. One for each exercise. Multiple sets of materials so that the children learn individually.
g. Adaptable. Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.
h. separation. Materials must be kept separate from other objects found in the
environment.
i. Non-Toxic Detergents. 2etergents and cleaning solutions must be non-toxic or diluted in
water.
2. 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.
3. While presenting any EPL in front of a child teacher or elder should know these four
basic principles: -
a. 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.
b. 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.
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c. 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. 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. Then 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 practices
each activity enough so that she feels very secure with the material. There is no right or
wrong way to present. Some ways are simply better and more efficient. Following
procedure can be adopted: -
(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. 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.
d. 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.
(1) Remove activities that are no longer being used.
(2) Watch child used material appropriately and make a mental note.
(3) Don’t disturb the child while he is doing any activity, either doing wrong. Repeat
lessons as needed at a neutral time.
(4) Appreciate the concentration, the mastery of any work.
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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?
1. Formal setting of a table

2. Materials
a. Butter spreader
b. A fork, spoon, and knife
c. A drinking glass
d. Napkin
e. Butter plate
f. Salad plate
3. Presentation
a. To present formal table setting, gather students around the table.
b. Place things on their right places.
c. 2inner plate should be place in the middle
d. Put the knife on the right side of the dinner plate and fork and spoon on the left side.
e. Salad plate should place next to fork.
f. Place a glass for water at the top right side of dinner plate.
g. Put the napkin on the dinner plate.
h. Repeat all procedure one time more.
i. Sow ask students one by one to do as you did.
4. Age Group. 3 ½ years and onwards.
5. Chicken Spread Sandwich
a. Exercise
(1) 1 ½ to 2 cups minced cooked chicken.
(2) 1/4 to 1/3 cup mayonnaise.
(3) Salt and pepper, to taste.
(4) Cayenne, garlic, onion powder, your choice, to taste.
b. Preparation
(1) Introduce all ingredients to children first.
(2) Then add all ingredients one by one in front of them.
(3) Fix them all.
(4) Now ask all students to make it one by one.
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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
1. 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.
2. 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. That 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’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.
3. 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.
4. Montessori Practical Life Activities. Practical life activities are the traditional works of the
family and home. They can be broken down into four categories: -
a. Preliminary activities. carrying a tray, pouring water, spooning grain, walking on the line,
etc.
b. Care of the environment. cleaning, sweeping, dusting, gardening, raking, polishing.
c. Care of self. dressing, toileting, brushing teeth, bathing, combing hair, preparing food,
setting the table.
d. Grace and courtesy. using table manners, greeting others, saying “please” and “thank
you”, learning to control one’s own body.
5. Each activity is carefully analysed 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.
6. 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.
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7. 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: -
a. Preliminary Activities
(1) Pouring and transferring liquids and dry ingredients without spilling.
(2) Using scissors.
(3) Opening and closing lids.
(4) Screwing and unscrewing jar lids.
(5) Stiring.
b. Care of the Environment
(1) Wringing a wet cloth.
(2) Washing a table or counter top.
(3) Sweeping the floor with a broom and dustpan.
(4) Mopping the floor.
(5) Vacuuming.
(6) Polishing silver or brass.
(7) Polishing wood furniture.
(8) Polishing shoes.
(9) Sorting laundry by color.
(10) Matching socks.
(11) Holding towels and wash cloths.
(12) Holding napkins.
(13) Ironing handkerchiefs or pillowcases.
(14) Sewing on buttons.
(15) Washing dishes, pots and pans, plastic-ware, silver(flat) ware, glasses, plates.
(16) Watering and caring for houseplants.
(17) Flower arranging.
(18) Caring for pets.
(19) Cleaning up spills.
(20) Putting materials and toys away
(21) Sorting recycling materials
c. Care of Self
(1) Washing hands.
(2) Washing face.
(3) Washing hair.
(4) Blowing nose and properly throwing away the tissue.
(5) Sneezing.
(6) Crushing teeth.
(7) Combing hair.
(8) Trimming fingernails.
(9) Running water in the bath.
(10) Hanging up towels after use.
(11) Dressing oneself (including learning how to button, zip, snap, tie, buckle, Velcro).
(12) Putting on a jacket.
(13) Hanging a jacket on a low hook.
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(14) Putting clean clothes in a drawer.

(15) Measuring liquid and dry ingredients.
(16) Peeling fruits and vegetables.
(17) 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).
(18) Spreading (like butter, peanut butter, a mixture).
d. Grace and Courtesy
(1) How to greet someone.
(2) How to answer the telephone.
(3) How get up from the table.
(4) How to carry a chair properly.
(5) How to open and shut a door quietly.
(6) How to interrupt when necessary.
(7) How to excuse oneself when passing or bumping into another.
(8) How to hand someone something.
(9) Table manners.
(10) Carrying objects without dropping or spilling.
(11) Walking without bumping objects or people.
8. 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 workingcto create the adult,
the person that is to be.”
(Montessori)
9. 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.