Module 2 Sadaf Naz DK-2620

MODULE 2

Exercises of practical life (EPL)

By Sadaf Naz
DK-2620

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Q1. Write a comprehensive note on the importance of practical life exercises.

Exercises of practical life (EPL) are everyday tasks typically conducted byadults to maintain living
situations. These exercises are introduced to children in Montessori schools to help them fulfill
their urges (caused by sensitive periods), in addition to developing their motor skills, hand-eye
coordination, and concentration. They progressively teach the child to be
"independent." Only when a child is able to care for himself will he be able tocontribute to his
community and care for the world around him.

In a Montessori classroom, exercises of practical life are the first activities which are introduced to the
child. Dr. Montessori recognized that a child hasan innate urge to perform tasks that adults conduct on
a regular basis. As
the child experiences sensitive periods these intentional activities addressthat inner urge by providing
purpose and direction. The EPL involves two links for children. One is between home and outside work
because the materials and tools are available at home. The second link is between the
child and nature. EPL offers a systematic approach to teaching foundational skills ranging from simple
to complex activities that develop a child's cognition and mobility, ultimately leading the child towards
independence.

Importance of Exercises of Practical Life

Independence:
EPL enables a child to be self-sufficient. It allows the child to do things on hisown rather than having
others do it for him. Being independent becomes a
personality trait within him that will serve him well in the future. Onlythrough self-motivated
efforts will a child discover the joy of learning.

Developing Love for Work:

EPL instills a love of work in children through real-life, hands-on experiences.The ability and flexibility to
repeat, build attentiveness, and motions inspiresthe child to care for himself and his surroundings. It
also evokes in the child a sense of being valued and respected.

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Self-satisfaction & self-respect:

EPL allows a child to select activities that address his or her specific needs. Itinstills good 'work habits' in
the child because his 'part' is recognised as a contributing aspect to the house's functionality. This work
ethic will be an
asset that the child will carry with him into adulthood. When compared to a child who is dismissed and
told to "play" even when he wants to help, that child will eventually lose self-esteem and desire in
"work." A child who is
provided the freedom to perform activities that he witnesses adults perform,develops respect for himself,
his work, and his environment.

"The child can only develop by means of experience in his environment. Wecall such experience work."

When a child is given the freedom to choose a variety of activities, he feelspleasure and self-
satisfaction. It helps the child recognise what he enjoys doing, which is important when deciding on a
career. When a child enters aMontessori classroom, he is free to select activities that satisfy his
specific needs. Adults should praise and recognise the child's efforts. This affirms
that his 'work' is meaningful and valued, resulting in a heightened sense ofself-respect and self-
satisfaction.

For Making World a Better Organized and Tidier Place:

Dr. Montessori recognised that children have a sensitive period for order. Thechild's developmental
stage requires order in both his routine and his
environment. Thus, the rule in a Montessori classroom is, 'a place for
everything and everything has a place.' The child's inherent desire for orderand the environment
enabling that desire, allows him to construct himself inan orderly manner. All EPL commence with
child-sized materials being obtained from low-lying shelves that are easily accessible to the child1. The
process of placing the materials back on the shelf is part of the
presentation2. This supports the child's need for order and instills good workhabits within the child. If
the child refuses to put the things away, adults should encourage others to 'assist the child' or volunteer
'helping the child put the materials back.' This ultimately creates a sense of recognition.

1. All shelves have a basic minimum of materials as too many activities in one shelf leads to
clutter and also confuses the child.
2. This is done after the child has finished working with the activity. The directress needs to
observe the child to know when to come back and show the last part of the presentation that
focuses on putting materials back.

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Whoever uses that material next will do so in ease because materials wereput back in their
respective place.

Learning to Give and Take Help Gracefully:

Since Montessori classes are mixed-age, older and younger children provideand accept assistance with
grace. Adults find it difficult to ask for help, whilechildren within a Montessori environment receive
help with openness and offer assistance whenever they can. This, in turn, fosters strong work habitsin
children.

The goal is to raise consciousness and appreciation for all types of work. It isnot one person's
responsibility to 'maintain' his environment. In a Montessoriclassroom, children are responsible for
preserving order, cleaning, and maintaining their environment. As a result, everyone is equally
accountable for the classroom's functionality and upkeep, both inside and outdoors.

Passing on Good Work Habits to the Next Generations:

The biggest role model for a child are the adults around him. Children learn through imitation. If adults
whine while working, belittle certain chores, or make scornful facial gestures while executing a chore, the
child will replicatethat. Children require grownups who are conscious of their attitude while
working so that they grow up to be exceptional role models with good workhabits for future generations
to emulate.

In a Montessori classroom, EPL presentations are delivered with excitement and cheerfulness, so that
the child can match that energy when completingthe activity himself.

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Perfection of Movements:
The child has an inherent desire to consistently move. It assists the childwith developing obedience
through the use of motor impulses on his own
volition. The more opportunities the child gets to develop his movement, thebetter he will be at
controlling his motor impulses according to his will.

EPL develops both major and small muscles through the precise portrayal ofmovement. Movement
awareness is not instinctive, but rather the result of deliberate voluntary actions. Repetition allows the
child to practice and improve these movements.

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Normalization of the Child:

The duration of sensitivity ranges from 0 to 7 years. Every child has strong desires, which require suitable
circumstances for a child's development. If achild's desires are not satisfied, he or she will deviate.

EPL helps children satisfy their inner desires, which meets their developmental needs.
As a result, nurturing a child to normalcy.

Developing Love of the Universe:

EPL activities include personal care, environmental care, care of living
things, and grace and courtesy exercises. These activities teach the child responsibility and respect
for himself, his environment, individuals aroundhim, as well as other living things that inhabit the
environment. 'Care'
becomes an important feature of his personality as EPL supports anddevelops the nurturing
aspects of him.

Avoiding Personality Disorders:

When a child's inner desires are not provided adequate channels to develop,the child deviates.
Furthermore, these deviant children suffer throughout
their lives because the adults around them impede their learning. Sensitiveperiods, their absorbent
minds, and EPL were not used efficiently or
effectively to meet their developmental needs, resulting in irregularities andomissions in their learning
process. This impediment, this deprivation of opportunities, and the lack of the capacity to satisfy
inner desires can resultin personality disorders in children. Disorders that will remain with them forthe
rest of their lives.

Learning opportunities should be maximized and made accessible throughoutthis phase of development.

If EPL is introduced at the right age, then carrying them out happily for therest of his life becomes a
part of the child’s personality.

Q2. Explain the different groups of practical life exercises. How do you thinkthis grouping is helpful?

Practical means basic, useful, purposeful and life means the way of living.Therefore, practical life
means exercises that children learn to do in their daily life in a purposeful way.

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Practical life exercises have been categorized into four groups.

1. Elementary Exercises Basic
Elementary Exercises:
These exercises are simple with usually a one-step approach and can be
achieved in a short span of time. These exercises allow access to continuousrepetition of movements.
For example: the child will learn the correct way tohold a jug. These exercises will form a base for other
exercises that will follow.
Elementary exercises
These exercises are slightly more complex than basic elementary exercises. They require more precision
while performing them. For example: before thechild learnt to hold a jug, at this stage the child would
learn to pour water from one jug to another. During this stage, the child must concentrate
ensuring not to spill while transferring the water.
These exercises are also completed in a short span of time but they requirea greater level of hand-eye
coordination, his movements and focus.

Higher Elementary exercises

These activities are more complex than the other two stages. The first two stages prepare the child for
the ‘work’ and ‘logic’ needed for such exercises.
For example: the child will now learn to pour water into multiple glasses without spilling any water.
The child’s movements, hand-eye coordinationand focus is further developed and perfected during
this stage.

2. Personal Care exercises:

These exercises focus on helping the child develop skills to assist himself
within his daily life. The child learns to look after himself (brush teeth, washface, dress up, wear shoes)
and he also learns to prepare food for himself. These exercises aid in the child becoming self-reliant and
independent.

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3. Grace and Courtesy exercises:

These exercises teach the child how to interact with those around him. Theyfocus on the appropriate way
to conduct oneself when around others. For
example: the child is taught how to interrupt someone when they are speaking or how to introduce
themselves when they meet someone for thefirst time. All these exercises instill the concept of
conducting yourself withgrace and being courteous towards others.

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4. Care of the environment exercises:

As the child knows how to take care of himself, these activities focus onallowing the child to connect,
respect and take responsibility for the
environment around him. Being independent is one important aspect but it isequally important to give
back and contribute towards maintaining, looking
after and respecting the environment as well. This aspect of EPL allows thechild to recognize that
there are responsibilities beyond himself that are
equally important.
Examples of such activities are: dusting, sweeping, washing clothes, collecting leaves, planting
seeds. (consists of activities for indoor andoutdoor maintenance as well as caring for other
living things)

Benefit of grouping:
EPL are critical in the development of a child's hand-eye coordination, focus,and motor abilities. Every
activity apart of EPL contribute to the
development of the child's personality. They instil attributes and work habitsthat will serve him well
throughout his life. The methodical strategy of
teaching activities that progress from simple to complex enables the child torefine and perfect his
acquired skills. The division of the groups with EPL,
teaches the child that maintaining his physical environment spans beyond himself and into his
surroundings. The elementary exercises divisions withinthemselves create a foundation for next, but on
the whole, they help pave
the way for all subsequent exercises of practical life. The EPL groupingbegins with what the
child requires in order to develop self-reliance.
Following that, it advances towards building the competencies the child will need to care for his
environment as well as abilities that will allow him to socially engage with others. Caring is emphasized
for self and highlights theneed of caring for others. It evolves by developing the ability to function
independently and advances to working as a whole within your environmentand society.

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Q3. What are the essential points we should keep in mind while presentingpractical life exercises?

Children are naturally drawn to activities that they encounter in their

environment. Therefore, the directress is responsible for presenting perfecttechniques so that the child
can thoroughly observe every movement.

The materials of EPL should be:

● Good quality materials
● Appropriate size for the child.
● The material's purpose should be clear to the child.

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● Appealing to the child.

● Kept in good working condition.
● Should be cleaned and washed regularly.
● They must be realistic materials, not toys.
● A variety of resources are available so that the students can learn ontheir own.
● It must be possible to transition from one culture to another while
preserving the same objects that children would experience at home.
● Material must be distinguished from other objects in the surroundings.
● Non-toxic detergents and cleaning solutions must be used or dilutedwith water.

Setting up:
● The EPL area must have all materials within easy access of the child.(availability of hook,
aprons, dusters)
● The EPL area should be located next or near to a sink because someactivities require water.
● Different surfaces of furniture should be present within the classroomso that children can
practice. (variety in textures).
● Washing activities should have a diverse range of clothes.
● When presenting or working with water, the directress and the childshould wear plastic
aprons and roll up their sleeves.
● Wear a clean cloth for cooking exercises.
● When activities involve the sink, the directress should demonstrate how to stand a little away
from the sink. She should also show how towipe away any spills that may have occurred after
the presentation isover.
● The rule must be observed, ‘a place for everything, everything has aplace.’
● Materials in the EPL should be minimum. There should not be clutter or too many choices. This
way a child is able to notice when materials are missing from its place and they are able to
choose activities without
getting easily confused. The directress should not use color codes or make them remember
where materials are placed, rather the child should develop his observation skills in order to
remember where eachmaterial is placed.

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Presenting Activities Guidelines:

● Presentations should be done accurately and intelligently. Break downthe presentation into
simple steps. Each step should be done with clarity and perfection so that the child observes
and masters that skillbefore moving to the next step.
● Directress should practice steps on her own and perfect the activitybefore presenting it to
the child.
● When presenting, the directress should show enthusiasm, positivityand love for the activity
so that the child imitates that energy.
● Give presentations in a relaxed, cheerful and gentle manner.
● When using cleaning powders/liquids, the directress should read the instructions on the bottle.
The child will notice what is written in red isimportant for safety.
● For activities with instructions, the directress should read theinstructions in front
of the child.
● All presentations should be conducted without any language. Remember the rule:
do not speak while demonstrating, do notdemonstrate while speaking.
● For activities where knives are needed, the directress should make thechild aware of the blunt
and sharp side of the knife.
● The directress should keep the presentation short and simple.
● The directress must take the child's consent and tell him what you aregoing to present.
● Take the child to the place where the material is stored.
● With the help of the child, the directress should carry the material tothe presentation area.
● The directress presents the activity.
● The directress invites the child to work with the activity.
● Show the child where to return the material when the activity iscompleted.
● The directress should inform the child he can use the materialwhenever he wants.

Evaluation:
1. Observe children at work to discover when activities need to besimplified, when the
setting needs to be changed, and what is currently piquing the children's attention.

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2. Remove any activities that are no longer in use.

3. Make a mental note as to how the child used the material.
4. Do not disturb the child while he is engaged in any activity, even if thechild is using the material
incorrectly. Repeat the presentation if needed at a neutral time.
5. Appreciate and praise the focus of any activity.

Two ways of presenting:

1. Individual Presentation:
Only one child is given the presentation.Key points of
presentation:
● To maintain the child’s interest, materials should be kept at the eyelevel of the child.
● Maintain order of materials when presenting.
● All materials needed for the presentation should be ready beforehand.
● Always take consent from the child before presenting.
● Introduce the child to the materials and inform him about what is donewith it and where it’s
place is.
● With the help of the child, bring the material to the place ofpresentation.
● With grace, joy and enthusiasm, present the activity to the child. It isimperative to follow
‘economy of language’ and ‘economy of
movement.’ Economy of language means using precise and specificwords necessary for the
presentation. Do not over explain, do not
speak unnecessarily. Economy of movement means using accurate andprecise movements when
conducting the presentation. The directress should avoid unnecessary movements when
presenting.
● Remember: do not speak while demonstrating, do not demonstratewhile speaking.
● Keep the presentation lively and precise.
● Once the demonstration is done, invite the child to carry out theactivity.
● Let the child work with the material for as long as he wants. Do not interrupt, correct or
intrude while the child is working. Allow the childto work independently for as long as he
wants, repeating it as many

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times as he wants since his inner urge is keeping him interested andsatisfied.
● After the child is finished, show the child where the materials need tobe placed.
● One presentation is not enough sometimes. The directress should beprepared to repeat the
presentation if needed. If the directress has observed the child thoroughly and she feels the
child is still using thematerials incorrectly, she should present that activity again.

2. Group Presentation:
Group presentations are given in the same way individual presentations aregiven but the directress
presents to more than one child.
Key points of presentation:
● All the same rules apply for group presentations as mentioned inindividual
presentations.
● The directress must check if all the children involved are in themood to take
instructions. Only if all are in a mood should the presentation be given.
● During the presentation if one child disturbs the group, the
directress should stop the presentation immediately. She can tryagain after a while or
give individual presentations instead.
● At the end of the presentation, each child should have their ownmaterials to practice
with independently.

Q4.Try to explain ‘Formal setting of a table’ and ‘Making a chicken spreadsandwich,’ as explained in the
module book.

Formal setting of a table

Take consent from the child.

Preparation:
Prepare a child sized table for presentation. Place a stool next to the left ofthe table.

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Material:
1 table mat 1 dinner plate 1 folded napkin
1 glass 1 knife 1 wooden tray (large)
1 fork 1 spoon

Presentation:

1. With the help of the child, place all the materials on the wooden tray.
2. Bring the tray to the place of presentation.
3. Place the tray on the stool.
4. Pinch two corners of the table mat and lift it from the tray.
5. Place the table mat onto the presentation table directly in front of you.
6. Straighten the table mat.
7. Lift the dinner plate from the wooden tray.
8. Place it in the center of the table mat.
9. Lift the knife from the wooden tray.
10. Place the knife on the right side of the dinner plate making sure theblade of the knife
is pointing towards the dinner plate.
11. Lift the spoon from the wooden tray.
12. Place it on the right side of the knife.
13. Lift the fork from the wooden tray.
14. Place the fork on the left side of the dinner plate.
15. Lift the glass from the wooden tray.
16. Place the glass on the top right corner above the knife and spoon.
17. Lift the folded napkin from the wooden tray.
18. Place the napkin vertically in the center of the dinner plate.
19. Stand back and let the child observe the setting.
20. Invite the child to repeat the exercise.
Note: Remove all the materials one by one and put them back on the tray. Ifthe child does not
want to repeat the exercise, take the tray back to its respective place with the child.

Extension:
Setting more than one place at the table.

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Point of Interest:
Remembering where and how to place each item.

Control of Error:
Initially you can have the placement drawn so that the
child can familiarize himself with the placement of the
crockery.

After a sufficient amount of practice, replace the

template placemat with a table mat so thatthe child
practices setting the table from memory.

Aim:

To allow the child to independently set the table.

Age:
3 + years

Making a chicken spread sandwich

Take consent from the child.

Preparation:
Prepare a child sized table for presentation. Place a piece of bread in a basket. Place a small
amount of chicken spread in a bowl. Prepare the traywith all the materials on it beforehand.

Material:
2 small plates 1 butter knife 1 tablespoon
1 small bowl with chicken spread 1 basket with 2 bread pieces

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Presentation:
1. With the child, wash your hands.
2. Go to the food preparation station and pick up the tray.
3. Bring the prepared tray to the place of presentation.
4. Place the tray to the side making sure the child has a clear view.
5. Pick up the small plate and place it in front of you.
6. Take the bread piece out of the basket and place it on the small plate.
7. Pick up the chicken spread bowl and place it on the right side of thesmall plate.
8. Pick up the spoon and scoop out one spoon of spread onto your bread.
9. Place the spoon in the chicken spread bowl.
10. Place the bowl back onto the tray.
11. Pick up the butter knife from the tray.
12. Hold the top left corner of the bread with your left hand.
13. Start spreading the chicken spread using the butter knife.
14. Once spread evenly, place the knife on top of the bowl in the tray.
15. Invite the child to repeat the exercise.
Extension:
To cut the sandwich into pieces. (2 or 4)

Point of Interest:
Taking a little amount of spread and evenly spreading it across the bread.

Aim:
To allow the child to make a sandwich on his own.

Age:
2.5 + years

Q5. Write the names of as many EPL exercises that have not been mentioned inthe module book.

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Elementary Exercises:
1. Basic Elementary Exercises
● Hold / Carry / Place a basket
● Hold / Carry / Place a bowel
● Hold / Carry / Place a plate
● Hold / Carry / Place a book (different sizes)
● Opening a door

2. Elementary Exercises
● Locking and unlocking lock and key
● Screwing and unscrewing bolts
● Transferring grapes from one bowl to another
● Using tongs to transfer soft objects from one bowl to another

3. Higher Elementary Exercises

● Using a screwdriver
● Opening and closing mixed glass bottles / containers

Personal Care Exercises:

1. Grooming
● Applying cream or sunscreen on the face / neck / hands
● Using child friendly body spray
● Removing shoes and placing them on a shoe rack.
● Oiling your hair (checking for lice)
● Use of mouthwash
● Shoe polishing
● Flossing
● Using mouthwash

2. Dressing
● Braiding / lacing frames (simple to complex)
● Threading a needle
● Sewing on a button
● Shoe tying

3. Food Preparation:

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● Sorting containers and lids (placing them in baskets)

● Using a hand-held mixer
● Buttering bread
● Orange / lemon squeezing
● Cracking nuts
● Snapping green beans
● Peeling peas
● Organizing and cleaning the fridge

Grace and Courtesy Exercises:

● Saying Please / Excuse me / Thank you
● How to cover your mouth when sneezing
● How to cover your mouth when coughing
● How to cover mouth when yawning
● How to ask someone for help (in different situations)
● How to offer someone help
● Introducing oneself
● Listening to constructive criticism
● Learning to disagree with grace
● Learning to say no gracefully
● Sharing difficult emotions with grace

Care of Environment Exercises:

● Planting a seed
● Flower arrangements
● Wood polishing
● Recycling
● Outdoor sweeping
● Cleaning windows inside and outside
● Cleaning glass doors
● Cleaning decorated mirror frames

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