Alina Ali

Roll No: D20850

Pakistan
Introduction
Montessori
to Montessori
Council PMC

Assignment No-02
Module-02

Name: Alina Ali

Roll No: D20850

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

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Answer:
Exercises of practical life (EPL) are everyday tasks typically conducted by adults 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 to contribute 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 has an innate urge to perform tasks that
adults conduct on a regular basis. As the child experiences sensitive periods these intentional
activities address that 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 his own rather than
having others do it for him. Being independent becomes a personality trait within him that will
serve him well in the future. Only through 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 inspires the child to care for himself and his
surroundings. It also evokes in the child a sense of being valued and respected.

Self-satisfaction & self-respect:

EPL allows a child to select activities that address his or her specific needs. It instills good 'work
habits' in the child because his 'part' is recognized 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.

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

When a child is given the freedom to choose a variety of activities, he feels pleasure and self-
satisfaction. It helps the child recognize what he enjoys doing, which is important when
deciding on a career. When a child enters a Montessori classroom, he is free to select activities
that satisfy his specific needs. Adults should praise and recognize the child's efforts. This
affirms that his 'work' is meaningful and valued, resulting in a heightened sense of self-respect
and self-satisfaction. For Making World a Better Organized and Tidier Place: Dr. Montessori
recognized that children have a sensitive period for order. The child'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 order and the environment enabling that desire, allows him to construct himself in an
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
work habits 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 that

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.

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

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Learning to Give and Take Help Gracefully:

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

The goal is to raise consciousness and appreciation for all types of work. It is not one person's
responsibility to 'maintain' his environment. In a Montessori classroom, 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 replicate that. Children require grownups who are conscious of
their attitude while working so that they grow up to be exceptional role models with good work
habits 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 completing the activity himself.

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

EPL develops both major and small muscles through the precise portrayal of movement.
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 a child'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 around him, as well as other living things that inhabit the
environment. 'Care' becomes an important feature of his personality as EPL supports and
develops 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. Sensitive periods, their absorbent minds, and EPL were not used
efficiently or effectively to meet their developmental needs, resulting in irregularities and
omissions in their learning process. This impediment, this deprivation of opportunities, and the
lack of the capacity to satisfy inner desires can result in personality disorders in children.
Disorders that will remain with them for the rest of their lives.

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

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

Q2. Explain the different groups of practical life exercises. How do you think this grouping
is helpful?
Answer:
Practical means basic, useful, and 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.
Practical life exercises have been categorized into four groups

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.
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 continuous repetition of movements. For example: the
child will learn the correct way to hold 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 the child 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 require a 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
coordination and 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, wash face, dress up, wear shoes) and he also
learns to prepare food for himself. These exercises aid in the child becoming self-reliant and
independent.

3. Grace and Courtesy exercises:

These exercises teach the child how to interact with those around him. They focus 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 the first time. All these exercises instill the concept of conducting yourself with
grace 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 on allowing the child to
connect, respect and take responsibility for the environment around him. Being independent is one
important aspect but it is equally important to give back and contribute towards maintaining,
looking after and respecting the environment as well. This aspect of EPL allows the child 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 and outdoor 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 instill attributes and work habits that will serve him well throughout his life. The
methodical strategy of teaching activities that progress from simple to complex enables the
child to refine 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 within themselves create a foundation for
next, but on the whole, they help pave the way for all subsequent exercises of practical life. The
EPL grouping begins 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 the need of caring for others. It evolves by developing the
ability to function independently and advances to working as a whole within your environment
and society.

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Q3. What are the essential points we should keep in mind while presenting practical life
exercises?
Answer:
Children are naturally drawn to activities that they encounter in their environment. Therefore, the
directress is responsible for presenting perfect techniques 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 on their 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 diluted with 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 some activities require
water.
● Different surfaces of furniture should be present within the classroom so 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 child should 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 to wipe away any spills that may have
occurred after the presentation is over.
● The rule must be observed, ‘a place for everything, everything has a place.’
● 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 each material is placed.

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Presenting Activities Guidelines:

● Presentations should be done accurately and intelligently. Break down the presentation
into simple steps. Each step should be done with clarity and perfection so that the child
observes and masters that skill before moving to the next step.
● Directress should practice steps on her own and perfect the activity before
presenting it to the child.
● When presenting, the directress should show enthusiasm, positivity and 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 is important for safety.
● For activities with instructions, the directress should read the instructions in
front of the child.
● All presentations should be conducted without any language. Remember the
rule: do not speak while demonstrating, do not demonstrate while speaking.
● For activities where knives are needed, the directress should make the child 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 are going 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 to the 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 is completed.
● The directress should inform the child he can use the material whenever he
wants.

Evaluation:
1. Observe children at work to discover when activities need to be simplified,
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 the child 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 eye level 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 done with it and where
its place is.
● With the help of the child, bring the material to the place of presentation.
● With grace, joy and enthusiasm, present the activity to the child. It is imperative to
follow ‘economy of language’ and ‘economy of movement.’ Economy of language
means using precise and specific words necessary for the presentation. Do not over
explain, do not speak unnecessarily. Economy of movement means using accurate and
precise movements when conducting the presentation. The directress should avoid
unnecessary movements when presenting.
● Remember: do not speak while demonstrating, do not demonstrate while speaking.
● Keep the presentation lively and precise.
● Once the demonstration is done, invite the child to carry out the activity.
● 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 child to 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 and satisfied.
● After the child is finished, show the child where the materials need to be placed.
● One presentation is not enough sometimes. The directress should be prepared to repeat
the presentation if needed. If the directress has observed the child thoroughly and she
feels the child is still using the materials incorrectly, she should present that activity
again.

2. Group Presentation:
Group presentations are given in the same way individual presentations are given but the
directress presents to more than one child.
Key points of presentation:
● All the same rules apply for group presentations as mentioned in individual
presentations.
● The directress must check if all the children involved are in the mood 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 try again after a while or give individual
presentations instead.
● At the end of the presentation, each child should have their own materials to
practice with independently.

[Link] to explain ‘Formal setting of a table’ and ‘Making a chicken spread sandwich,’ as
explained in the module book.
Answer:
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 of the 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 the blade 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. If the 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 that the 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 tray with 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 the small
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 in the module
book.
Answer:
Elementary Exercises:
1. Basic Elementary Exercises
● Hold / Carry / Place a basket
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● 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:
● Sorting containers and lids (placing them in baskets)
● Using a hand-held mixer
● Buttering bread

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● 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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