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

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 "excises are just that, they are excises so the child learns how to
do living activities in a purposeful way.

Aim of Practical Life Exercises:

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. The 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.

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

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. Montessori aims 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 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:

 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.

1. To educate the children’s movements to be geared to a purpose

2.To develop children’s ability to concentrate on a task.
3.To help children to carry out a series of steps in sequence.
4.To help children learn to care for the environment
5.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
children sized and are usually of the same color so that they obviously go together. The
teacher demonstrates 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:
1. To enrich the child emotionally. . To endow the child with affirming experiences./. To
encourage responsibility.0. To engage the child physically.3. To enliven the child
constructively.*. To fascinate the child with learning.4. To enable the child to appreciate
independence.

Two main purposes of practical life exercises

First

is the dignity of work. In the past, the child had an opportunity in the home to foldclothes, pour
water, fetch and sweep. )s a result, children developed motor skills of grace andfluid movement at
an early age. 'ore importantly, children developed competent participationaround the home and the
rest of their environment. 5

econ!

reason for the practical life exercises is to enable children to organize themselves asfunctional
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.

Q: " Explain the !ifferent #roups pf practicle life? $ow !o %ou thin& this#roupin# is helpful?

2ifferent groups of "xercises of ractical !ife in 'ontessori +ystem

Through "xercises of ractical !ife 7" !8 a child not only learns concentration,
coordination,independence and order, but also how to interact with others and gain an
understanding andappreciation of the environment. The child begins to build himself from within
while learning totreat him and others with respect and dignity. These understandings ultimately
prepare the childfor entry into society and a lifetime of self-respect and self-worthiness. " !
9ltimately providesthe foundation for success in all areas of life. The prepared environment is
directly correlated tothe child$s development. The classroom is specifically designed area arranged
solely for the

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children. There should be a variety of movement and activity and all work operates together
through discipline. Children respond well to beauty, order and (uality in their environment. " ! are
divided into four main groups

1'

"lementary "xercises

%asic "lementary "xercises

"lementary "xercises

:igher "lementary "xercises

"'

"xercises of ersonal Care

('

;race and Courtesy "xercises

)'

Care of "nvironment "xercises

Elementar% Exercises:

These exercises assist in creating routine and order in theenvironment and are pre re(uisite for
other activities.It is sub divided into three categories

*asic Elementar% Exercises

In these exercises child learn fundamental activities involvemuscle and mind coordination.
"xercises like taking ob#ect holding it and put it back, openand close the door, etc.

Elementar% Exercises:

In these exercises child learn a bit more advance and complexactivities using muscle and mind
coordination. "xercises like rolling and unrolling of mats,holding a chair, pouring rice from one #ug
to another, etc.

$i#her Elementar% Exercises:

In these exercises child learn logical and bit more complexactivities. "xercises like walking on the
line, silence practice, etc.
Exercises of Personal +are:

These exercises assist in how to deal and take care of one ownself. 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.

,race an! +ourtes% Exercises:

These exercises assist child to learn manners and how todeal with other people. It also help child to
learn different situation and how to behave and reactin different situations. Child learns how to use
the words <excuse me< when he needs to interruptor ask for help. The child learns how to give
thanks and show his gratitude& how to greetsomeone and introduce her to others etc.

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+are 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 theright places, dusting shelves,
sweeping the floor, mopping if there is a spill, raking the outdoor area, taking care of the plants,
trees, animals etc.

Importance of EPL ,roupin#:

" ! grouping helps to aid the child to develop hiscoordination in movement, his balance and his
gracefulness in his environment as well as hisneed to develop the power of silent. Children are
naturally interested in activities they havewitnessed. 2uring the child$s sensitive period between
birth and six, the child is constructing theinner building blocks of his person. %y grouping these
exercises child manage to grasp each andevery activity. Child learn from basic to complex, from self-
control to care of environment, fromgrace to courtesy each and everything learned step by step. It
helped the child in his entirecoming life. 6hen child learn basic motor skills and then advance
complex and logical skills, he become more confident and satisfied then other children. 'ore
importantly, when the child islater taught a skill or an academic accomplishment, it becomes a part
of him. The beauty of " ! lies in the fact that they can be very easy or more complicated& theycan
be short or long. The long exercises are really successive exercises, such as washing andironing. The
lengthy process can be broken down into manageable steps. "ating snack is part of practical life.
+erving yourself and cleaning your place to make it ready for another are integralto 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. racticallife activities are not separate
from the classroom. They are incorporated into the life of the child. ractical life exercises can also
be incorporated into the home.

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Q:( What are the essential points which we shoul! &eep in min! whilepresentin# EPL?

"ssential points while "xercises of ractical !ife in 'ontessori +ystem

Children are naturally interested in activities they have witnessed. It is therefore the
directress$stask to demonstrate the correct way of doing these exercises in a way that allows the
child tofully observe the movement.

The materials use! in the EPL

can be characterized as follows

i.
Ph%sical proportions:

They must be the right size for the child to handle.

ii.

Ps%chicall% proportionate:

Their function must be clear to the child.

iii.

Attractive an! #oo! -ualit%:

'aterials must be beautiful and attract the child.

iv.

+lean an! well maintaine!:

The materials must be kept intact. )void too many material fromwhich child can choose.

v.

.eal not a to%:

They must be real materials not toys.

vi.
/ne for each exercise:

'ultiple sets of materials so that the children learn individually.

vii.

A!apta0le:

'ust be able to change from culture to culture and be comprised of the sameob#ects the children
would find in their home.

viii.

eparation:

'aterials must be kept separate from other ob#ects found in the environment.

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ix.

on2Toxic 3eter#ents:

2etergents and cleaning solutions must be non-toxic or diluted inwater.

Two wa%s to #ive EPL:

The presentations for " ! can be collective or individual dependingon the child$s needs and the
nature of the activity. It can be direct or indirect.

a'

3irect Presentation:

2irect presentations are when we introduce an activity to the child.)nalysis of movement is

necessary when giving a presentation to help the child understand themovements necessary and
the se(uence of movements.

0'

In!irect Presentation:

The indirect presentations are defined as when a child is watching theteacher 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 'ontessori
material.6hile presenting any " ! in front of a child teacher or elder should know these four basic
principles

14

+hoosin# Activities:

6hile choosing any activity all material is clean non-toxic. Teacher shouldfirst practice a lot before
presenting it in front of a child. The exercises taught must be done inthe way the children see them
done in their own homes.

"4

ettin# 5p:

The practical life area must have a place for everything within reach of the children.=or example,
hooks to hang the brooms and apron, dust pan, mop, duster, and aprons should bewithin easy reach
of the children.5
The practical life area is best arranged near the sink, as water is needed for some of theactivities.

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In setting up a classroom, provision must be made to practice all types of housework the childsees
done at home. =urniture 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 paintedsurfaces.5

Things used in the class must include some made of brass and silver so that children can learnhow to
polish brass and silver. These materials should not be provided in the room only asexercises, but to
serve other useful purposes as well.5

Children need to learn to wash various types of fabrics. )prons, dusters, dish towels, etc., should be
chosen so different fabrics are represented like linen, denim, cotton, etc.

(4

Presentin# Activities 6 ,ui!elines:

=or all practical life activities, teacher and child should wear aprons and roll up their sleeves.5
Child is shown how to work without making a mess. The child should stand a little away from atable
or sink so as not to lean his stomach on a wet surface.5

The child is also shown how to clean up after an exercise and is encouraged, but not forced, todo
so.5

) child is shown how to put material away, rinsing and drying where necessary, and how to hangup
the apron. They are helped and encouraged to be orderly but never forced.5

6hen giving any new lesson, teacher will point out the directions on the cleaning agentcontainers to
the child. If written with red, she will tell the child that these are most importantand should be read
first.5

Teacher practice each activity enough so that she feel very secure with the material. There is noright
or wrong way to present. +ome ways are simply better and more efficient.5

rocedure i8

;ive lessons in a relaxed, happy and gentle manner ii8

'odel courtesy, (uiet and graceful movements, enthusiasm, zest for learning, a helping spirit,and a
positive and pleasant attitude about work.iii8

>eep the lessons short and simple. =ollow a flexible se(uence when introducing exercises.iv8

Invite the child. Tell him what you are going to demonstrate.v8
Take the child to the place where the material is stored.vi8

Carry the material to the work area.vii8

2emonstrate the activity.viii8

+how the child where to return the material when the activity is completed.

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)4

Evaluation:

1bserve children at work to determine when activities need to be simplified, whenthe environment
needs to be modified, and what is currently catching the interest of your children.a8

?emove activities that are no longer being used. b8

6atch child used material appropriately and make a mental note.c8

2on$t disturb the child while he is doing any activity, either doing wrong. ?epeat lessons asneeded
at a neutral time.d8

)ppreciate the concentration, the mastery of any work.

Q:) Tr% to explain 7 Formal settin# of ta0le an! coo&in# a chic&en sprea!san!wich 7 in the same
wa% 8we have 0een explaine! in this 0oo& for %ou?Formal settin# of a ta0le:

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9aterial:

%utter spreader

) fork, spoon, and knife

) drinking glass

@apkin

%utter plate

+alad plate

Presentation:
To present formal table setting, gather students around the table.

lace things on their right places.

2inner plate should be place in the middle

ut the knife on the right side of the dinner plate and fork and spoon on the left side.

+alad plate should place next to fork.

lace a glass for water at the top right side of dinner plate.

ut the napkin on the dinner plate.

?epeat all procedure one time more.

@ow ask students one by one to do as you did.

A#e ,roup:

/ A and onwards

+hic&en sprea! san!wich:Exercise:

B to cups minced cooked chicken

 B0 to B/ cup mayonnaise

salt and pepper, to taste

cayenne, garlic, onion powder, your choice, to taste

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Preparation:

.Introduce all ingredients to children first. .Then add all ingredients one by one in front of
them./.'ix them all.0.@ow ask all students to make it one by one.

Q: Write ;ust the names of as man% EPL as possi0le <that %ou thin& a chil! can!o' an! which are
not mentione! in the 0oo&4

"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

+uccess in life is directly correlated to the degree in which people believe they are capable aswell as
independent. )nd how do we learn to be capable and independent 6e practice the skillsthat are
necessary until we no longer need help and can act and do accordingly.)llowing children to gain
independence and self-discipline is the purpose of the ractical !ifeactivities in the 'ontessori
classroom and at home. I say DhomeE because ractical !ifeactivities have the purpose of allowing
students to gain independence and self-discipline. Theseskills cannot be practiced only at school.
6hat 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 inthe 'ontessori classroom, but at home is told D1h,
you$re much too young to use a knife. Fouwill spill that if you pour it. !et me do it for youE The
mixed message is clear.The skills that are being taught at school are not allowed at home, thus
creating a dichotomy inthe child$s thinking I am capable and independent at school, but at home
I am not. !ater, when'ontessori teachers comment about how independent a child is, how he en#oys
taking care of hisenvironment 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 andloving parents have done for the child what he is clearly able to do himself.

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9ontessori Practical Life Activities

ractical !ife activities are the traditional works of the family and home. They can be broken down
into four categories .

Preliminar% activities

G carrying a tray, pouring water, spooning grain, walking on the line, etc. .

+are of the environment

G cleaning, sweeping, dusting, gardening, raking, polishing./.

+are of self

G dressing, toileting, brushing teeth, bathing, combing hair, preparing food, setting the table.0.

,race an! courtes%

G using table manners, greeting others, saying DpleaseE and Dthank youE, learning to control one$s
own body."ach activity is carefully analyzed and broken down into successive steps so that the child
may practice each step repeatedly until he has mastered the skill. )dults must model these
activities, not #ust the mechanics of the process, but also the #oy that is to be found in a #ob well
done. If theadults lack enthusiasm, the child will learn that it is not a worthwhile task and will not
want to continue. 6e can delight together in dishes that are clean and ready for use at our next meal
or ina well-set table.+o, what can be done to extend the ractical !ife activities in the home =irst
off, make sure that the materials you use are child-size. 6hy is this important 6ell, I think about it
this way. )s an adult, I have several paring knives that I have bought or received over the years. 'y
favorite, however, is the very first one I ever received, even though the tip is broken off and the
blade is wobbly. 6hy is it my favorite %ecause it fits my hands #ust right. The other ones #ust
don$t DfeelE right to me. This is the difference between a child learning how to work using materials
that fit her #ust right and trying to adapt an adult-size tool to a child-size body.?emember that
ractical !ife activities are the routines and rituals that adults perform daily in order to maintain their
environment. :ere are a few examples of how to invite your child to continue these valuable
ractical !ife lessons at home

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Preliminar% Activities

ouring and transferring li(uids and dry ingredients without spilling

9sing scissors

1pening and closing lids

+crewing and unscrewing #ar lids

+tirring
+are of the Environment

6ringing a wet cloth

6ashing a table or counter top

+weeping the floor with a broom and dustpan

'opping the floor

Hacuuming

olishing silver or brass

olishing wood furniture

olishing shoes

+orting laundry by color

'atching socks
=olding towels and wash cloths

=olding napkins

Ironing handkerchiefs or pillowcases

+ewing on buttons

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6ashing dishes pots and pans& plastic-ware& silver 7flat8 ware& glasses& plates

6atering and caring for houseplants

=lower arranging

Caring for pets

Cleaning up spills

utting materials and toys away

+orting recycling materials

+are of elf

6ashing hands

6ashing face

6ashing hair

%lowing nose and properly throwing away the tissue

+neezing

%rushing teeth

Combing hair

Trimming fingernails
?unning water in the bath

:anging up towels after use

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2ressing oneself 7including learning how to button, zip, snap, tie, buckle, Helcro8

utting on a #acket

:anging a #acket on a low hook

utting clean clothes in a drawer

'easuring li(uid and dry ingredients

eeling fruits and vegetables

9sing kitchen tools 7fork, spoon, grater, blunt knife, ice cream scoop, bulb baster, peeler, chopping
board, rolling pin, whisk, pitcher, cookie cutters, melon baller, apple corer, etc.8

+preading 7like butter, peanut butter, a mixture8

,race an! +ourtes%

:ow to greet someone

:ow to answer the telephone

:ow get up from the table

:ow to carry a chair properly

:ow to open and shut a door (uietly

:ow to interrupt when necessary

:ow to excuse oneself when passing or bumping into another

:ow to hand someone something

Table manners
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Carrying ob#ects without dropping or spilling

6alking without bumping ob#ects or people6hen we remember to present these activities with
enthusiasm and break them down into se(uential steps, a child will feel encouraged as he practices
them independently. 6e must remember that D)dults work to finish a task, but the child works in
order to grow and is working to create the adult, the person that is to be.E 7'ontessori8 )s adults, we
work to finish tasks efficiently and (uickly so as to move on to the next task at hand. ) child,
however, is working to master the activity. :e will practice repeatedly to perfect his abilities and
then, may turn his attention elsewhere

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