Module-2

Exercises of Practical Life (EPL)

Myida Binte Majeed
Roll No # DK2306
Question 1:
Write a comprehensive note on the importance of exercises of practical life (EPL).
Answer:
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:

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.
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:
 To educate the children’s movements to be geared to a purpose.
 To develop children’s ability to concentrate on a task.
 To help children to carry out a series of steps in sequence.
 To help children learn to care for the environment
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.
2. To endow the child with affirming experiences.
3. To encourage responsibility.
4. To engage the child physically.
5. To enliven the child constructively.
6. To fascinate the child with learning.
7. 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
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.

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. We must help him to
become master of himself and then he will be able to master other things.

Question No 2:
Explain the different groups’ of practical life? How do you think this grouping is helpful?
Answer:
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:

1. Elementary Exercises

 Basic Elementary Exercises

 Elementary Exercises
 Higher Elementary Exercises
2. Exercises of Personal Care
3. Grace and Courtesy
4. Exercises Care of Environment Exercises

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:
  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.

 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 jug to
another, etc.

 Higher Elementary Exercises:

In these exercises child learn logical and bit more complex
activities. Exercises like walking on the line, silence practice, etc.

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.

Grace and Courtesy Exercises:

These exercises assist child to learn manners and how to deal with other people. It also
help 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.

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.
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 silence.
Children are naturally interested in activities they have witnessed. During 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. When 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. Plants are watered, doorknobs polished, etc. Practical
life 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.

Question No 3:
What are the essential points which we should keep in mind while presenting EPL?
Answer:
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 used in the EPL can be characterized as follows:

1. Physical proportions: They must be the right size for the child to handle.
2. Psychically proportionate: Their function must be clear to the child.
3. Attractive and good quality: Materials must be beautiful and attract the child.
4. Clean and well maintained: The materials must be kept intact. Avoid too many material
from which child can choose.
5. Real not a toy: They must be real materials not toys.
6. One for each exercise: Multiple sets of materials so that the children learn individually.
7. Adaptable: Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.
8. Separation: Materials must be kept separate from other objects found in the environment.
9. Non-Toxic Detergents: Detergents and cleaning solutions must be non-toxic or diluted in
water.
Two ways to give EPL:
The presentations for EPL can be collective or individual depending on the child’s needs and
the nature of the activity. It can be direct or indirect.
a) Direct Presentation: Direct presentations are when we introduce an activity to the child.
Analysis of movement is necessary when giving a presentation to help the child
understand the movements necessary and the sequence of movements.

b) Indirect Presentation: The indirect presentations are defined as when a child is

watching the teacher make a presentation and paying attention to the lesson without the
teacher being aware of it. This can be more important than the direct presentation, for the
teacher is the biggest piece of Montessori material. While presenting any EPL in front of
a child teacher or elder should know these four basic principles:

I. 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.

II. 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.

III. Presenting Activities – Guidelines:

For all practical life activities, teacher and child should wear aprons and roll
up their sleeves. Child is shown how to work without making a mess. The
 child should stand a little away from a table or sink so as not to lean his
stomach on a wet surface. The child is also shown how to clean up after an
exercise and is encouraged, but not forced, to do so.
A child is shown how to put material away, rinsing and drying
where necessary, and how to hang up the apron. They are helped and
encouraged to be orderly but never forced. When giving any new lesson,
teacher will point out the directions on the cleaning agent containers to the
child. If written with red, she will tell the child that these are most important
and should be read first. Teacher practice each activity enough so that she
feel very secure with the material. There is no right or wrong way to present.
Some ways are simply better and more efficient.

Procedure:

o Give lessons in a relaxed, happy and gentle manner

o Model courtesy, quiet and graceful movements, enthusiasm, and zest

for learning, a helping spirit, and a positive and pleasant attitude about
work.

o Keep the lessons short and simple. Follow a flexible sequence when
introducing exercises.

o Invite the child. Tell him what you are going to demonstrate.

o Take the child to the place where the material is stored.

o Carry the material to the work area.

o Demonstrate the activity.

o Show the child where to return the material when the activity is
completed.

IV. 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. Remove activities that are no longer being used.
Watch child used material appropriately and make a mental note. Don’t disturb
 the child while he is doing any activity, either doing wrong. Repeat lessons as
needed at a neutral time. Appreciate the concentration, the mastery of any work.

Question no 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?

Answer:

Formal Setting of a Table:

Material:
 Butter spreader
 A fork
 A Spoon
 A Knife
 A drinking glass
 Napkin
 Butter plate
 Salad plate
Presentation:
1. To present formal table setting, gather students around the table.
2. Place things on their right places.
3. Dinner plate should be place in the middle
4. Put the knife on the right side of the dinner plate and fork and spoon on the left
side.
5. Salad plate should place next to fork.
 6. Place a glass for water at the top right side of dinner plate.
7. Put the napkin on the dinner plate.
8. Repeat all procedure one time more.
9. Now ask students one by one to do as you did.

Age Group: 3 ½ and onwards

Chicken spread sandwich:

Exercise:

 1 1/2 to 2 cups minced cooked chicken

 1/4 to 1/3 cup mayonnaise
 Salt and pepper, to taste
 Cayenne, garlic, onion powder, your choice, to taste

Preparation:
 Introduce all ingredients to children first.
 Then add all ingredients one by one in front of them.
 Mix them all.
 Now ask all students to make it one by one.

Question no 5:
Write just the names of as many EPL as possible (that you think a child can do) and which are
not mentioned in the book.
Answer:
Montessori Practical Life Activities Practical Life activities are the traditional works of the
family and home. They can be broken down into four categories:
1. Preliminary activities – carrying a tray, pouring water, spooning grain, walking on the line,
etc.
2. Care of the environment – cleaning, sweeping, dusting, gardening, raking, polishing.
3. Care of self – dressing, toileting, brushing teeth, bathing, combing hair, preparing food,
setting the table.
4. Grace and courtesy – using table manners, greeting others, saying “please” and “thank
you”, learning to control one’s own body.
Each 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. 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. So, what can be done to extend the Practical Life activities in the home?
Here are a few examples of how to invite your child to continue these valuable Practical Life
lessons at home:

Preliminary Activities  Pouring and transferring liquids and dry ingredients without spilling
 Using scissors  Opening and closing lids  Screwing and unscrewing jar lids  Stirring

Care of the Environment  Wringing a wet cloth  Washing a table or counter top 
Sweeping the floor with a broom and dustpan  Mopping the floor  Vacuuming  Polishing
silver or brass  Polishing wood furniture  Polishing shoes  Sorting laundry by color 
Matching socks  Folding towels and wash cloths  Folding napkins  Ironing handkerchiefs
or pillowcases  Sewing on buttons  Washing dishes: pots and pans; plastic-ware; silver (flat)
ware; glasses; plates  Watering and caring for houseplants  Flower arranging  Caring for
pets  Cleaning up spills  Putting materials and toys away  Sorting recycling materials

Care of Self  Washing hands  Washing face  Washing hair  Blowing nose and properly
throwing away the tissue  Sneezing  Brushing teeth  Combing hair  Trimming fingernails
 Running water in the bath  Hanging up towels after use  Dressing oneself (including
learning how to button, zip, snap, tie, buckle, Velcro)  Putting on a jacket  Hanging a jacket
on a low hook  Putting clean clothes in a drawer  Measuring liquid and dry ingredients 
Peeling fruits and vegetables  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.)  Spreading (like butter, peanut butter, a mixture)

Grace and Courtesy  How to greet someone  How to answer the telephone  How get up
from the table  How to carry a chair properly  How to open and shut a door quietly  How
to interrupt when necessary  How to excuse oneself when passing or bumping into another 
How to hand someone something  Table manners  Carrying objects without dropping or
spilling  Walking without bumping objects or people.

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 working to create
the adult, the person that is to be.”(Montessori)
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.