Assignment Module 2

ID – 4010 – YASMEEN AKHTER
Write answers in your own words. Your answers should
be at least 2 typed or 3 handwritten pages. Please don’t
forget to write your name and roll number on each page
of the assignment. You may either post or email it to your
tutor. Please don’t hesitate to consult your tutors for the
completion of your assignment.

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

2. Explain the different groups of exercises of practical life. How do you think this
grouping is helpful?

3. What are the essential points that we should keep in mind while presenting EPL?

4. Try to explain “Formal setting of a Table” and “Making a Chicken Spread

Sandwich” in the same way EPL have been explained in this book for you.

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.

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Answer No. 1

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

The Importance of Practical Life Exercises:

Introduction:

The Importance of Practical Life Exercises follow a systematic approach in which each child is
provided with opportunities to go through a series of simpler to
complex activities. This way the child gradually steps up the
complexity level of exercises, and becomes able to perform
complicated tasks. Religious teachings and practices can also be
incorporated into, like how to pray, greet others, drink water, start
a task, knock at the door, etc.

The Importance for Independence:

It is established that between birth and six the child is developing. His mental patterns are getting
fixed, and the personality is developing which is almost determined by the age of six to seven
years. Things are done for them rather than helping them to do
things themselves. In almost every family we have males ordering
mothers, sisters, wives and daughters to do things for them.

“bring me food”
“bring me water”
“take the dishes away” “where are my shoes?” “polish them”
“iron my clothes”, etc.
The point is that if practical life activities are started at the right time and we help children do
things themselves rather than doing things for them. Independence becomes a lifelong personality
trait. They don't just continue doing everyday things for themselves and others but also do it
happily.
The Importance for Developing, Happiness, Self-Satisfaction & Self-Respect:

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During 0-3 years the child loves to do work at home and learn. Through EPL the love of work also
develops in the child, and he enjoys the activities involved in keeping himself and the environment
worthwhile for living.
All this work, actually, gives the child high self-esteem and feeling of being
important. When work habits are formed it must be shown to the child that
he has to be helpful for all... not just for himself. The adult, who has to choose
a profession, chooses the kind of work he enjoys doing. Happiness and self-
satisfaction can be acquired only if all kinds of work are done in the proper
way. Similarly, young children should also be allowed to choose work that
they will enjoy doing.
Since this age proceeds quickly, if this time is used properly and all the
activities are taught seriously, the child in his later life would be well
equipped to maintain the house, which in the modern age requires a lot of
dexterity. All this work requires high intelligence and skills. When we teach
these activities to a child we should be generous in our support and praise
to the child, because at this stage he works hard, ardently and passionately. We should show our
interest and delight to make him feel important. The children who come to a Montessori school
are those who are actually being prepared for maturity. It is very essential to provide opportunities
for learning which aim on acquiring the basic skills to prepare each child for future responsibilities.
The child naturally has an urge to acquire these skills. A young child who has had the opportunity
to help his mother in the house gets to learn all these skills form her. He develops in intelligence

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and has a fulfilled feeling of satisfaction because he can see that he is involved in an important
work which is done by adults and is of value. The child gets the contentment and knowledge of
the fact that he is doing something worthwhile which is leading him to independence. If we stop
the child from working it is stopping him from developing. Words like “Go away and play” means
“You are worthless and not suitable for anything. Take a toy and play with it because no real and
purposeful things can be given to you, the real things are only for me!”
I want to share more points about Importance of practical life exercises.

For Making World a Better Organized and Tidier Place

For Learning to Give and Take Help Gracefully
For Normalization of the Child
For Passing on Good Work Habits to the Next Generations
For Perfection of Movements
For Developing Love of the Universe
Avoiding Personality Disorders

Importance of EPL

EPL helps to aid the child to develop his coordination in movement, his balance and his
gracefulness in his environment as well as his need to develop the power of silent. Children are
naturally interested in activities they have witnessed. 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.

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Answer No. 2

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

The different groups of exercises of practical life.

We are divided into four main groups:

1) Elementary Exercises
a) Basic Elementary Exercises
b) Elementary Exercises
c) Higher Elementary Exercises
2) Exercises of Personal Care
3) Grace and Courtesy Exercises
4) Care of Environment Exercises
I think this grouping is helpful for The Exercises of Practical Life details of these points are
1) Elementary Exercises
These exercises assist in creating routine and order in the environment and are pre requisite for
other activities. Elementary exercises are further sub-divided into three groups.
a) Basic Elementary Exercises
These activities involve very basic movements, mostly involving how to hold and place objects.
These activities are completed within a very short time. For example, how to hold, carry and place
a jug, glass, tray, spoon, etc. In these exercises child also learn fundamental activities involve
muscle and mind coordination. Exercises like taking object holding it and put it back, open and
close the door, etc.
b) Elementary Exercises
The movements involved in this category are a bit more complex and advanced than basic
elementary exercises, but altogether they are also done within a short period of time.
Examples: rolling and unrolling of mats, folding and unfolding mats opening and closing bottle
tops, pouring rice from one jug to another jug, etc.

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In these exercises child also 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.
c) Higher elementary Exercise
Same sort of work is involved in these exercises but they are more
logical and slightly more complex than the previous group of
exercises. Examples: cutting along a line, spooning beans into a
number of containers, use of dropper, etc. In these exercises child
also learn logical and bit more complex activities. Exercises like
walking on the line, silence practice, etc.
2) Exercises of Personal Care
These exercises help the child to take care of himself, gain confidence and groom himself.
Examples: combing hair, brushing teeth, dressing frames, etc. These exercises also 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.
3) Grace and Courtesy Exercise
Through these activities the child learns to be polite, use basic
manners and how to go around the society. Examples: table
manners, how to carry a chair, how to be silent, use of thank you,
sorry, please, etc. 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.
4. Care of Environment
Exercises of care of both outdoor and indoor environments are components of this category. The
child learns to take care of the environment, how to keep it clean and how to restore and maintain

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proper living conditions, indoor Examples: polishing brass, washing dishes, dusting, flower
arrangement, etc. Outdoor Examples: picking up dried leaves, watering plants, etc. 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.
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.

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Answer No. 3

What are the essential points that we should keep in mind while presenting EPL?

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. Correctness of the technique of the directresses' presentation is of high
value in the learning process of the child. The first basic is that the directress, before she attempts
a presentation in front of a child, must practice the activity as many times as possible so that the
possibility for any sort of errors is as less as possible.

There are two kinds of presentations

• Individual presentation

• Group Presentation

These basic points are not just related to the presentation of EPL’s but will be followed in making
presentation of any topic like exercises of sensory development, mathematics, language,
handwork, culture, etc.

Individual Presentation:

Only one child is taken in this presentation.

Following are the points which are to be kept in mind while presenting an exercise.

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1. The material must be placed at the eye level of the child so that the child gets interested
in it and likes to work with it.

2. Order of placing things is also of high importance. Use the rule “a thing for a place and a
place for a thing”.

3. The material must be ready before presentation.

4. Take the consent of the child by saying “Would you like me to show you how we work
with it?”

5. Brief him about the material, tell him the ground rules of how to use the material and
pointing out its place where it is to be returned.

6. Take the material to the workplace with the help.

7. In a graceful, cheerful and relaxed way give presentation. Do it with an economy of

language (which means only absolutely necessary words should be used) and an economy
of movements (which means only the necessary movements should be followed). Keep the

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principle in mind “you should not speak while demonstrating and you should not
demonstrate while speaking”.

8. Make sure that the presentation must be brief and lively.

9. After the demonstration, invite the child to carry on with the activity.

10. Leave the child. Let the child work with the material for as long as he likes. Do not
interrupt.

11. The material must be placed back at its proper place after work.

12. Our objective should be that at the end of presentation the child should be able to work
independently. Our goal should be to bring him into a mental state when his natural interest
to carry on with the exercise himself is kindled. We should not expect him to do the exercise
perfectly. Sometimes he needs more than one presentations.

Group Presentation:

Most of the time individual presentations are given.

However, sometimes group teaching is also carried out in the classroom. The same rules, as
mentioned above, must be kept in mind while making a group presentation but there are a few
other important points to observe.

1. Only if all the children in the group are in the mood to take instructions and obey, go ahead
with the presentation.

2. If you, however, feel that any one of the children would disturb the class, do not continue,
and rather give individual presentations.

3. At the end of the presentation each child must be given separate material to do individual
work. (Giving separate material makes the children busy at once, and avoids the lack of

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concentration and frustration which the child has to face while he waits for the material to
get free).

The materials used in the EPL can be characterized as follows:

i. Physical proportions: They must be the right size for the child to handle.

ii. Psychically proportionate: Their function must be clear to the child.

iii. Attractive and good quality: Materials must be beautiful and attract
the child.

iv. Clean and well maintained: The materials must be kept intact.
Avoid too many material from which child can choose.

v. Real not a toy: They must be real materials not toys.

vi. One for each exercise: Multiple sets of materials so that the children learn individually.

vii. Adaptable: Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.

viii. Separation: Materials must be kept separate from other objects

found in the environment.

ix. 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.

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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:

1. 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.

2. 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.

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• 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.

3. 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:
i) Give lessons in a relaxed, happy and gentle manner
ii) Model courtesy, quiet and graceful movements,
enthusiasm, zest for learning, a helping spirit, and
a positive and pleasant attitude about work.
iii) Keep the lessons short and simple. Follow a
flexible sequence when introducing exercises.
iv) Invite the child. Tell him what you are going to demonstrate.
v) Take the child to the place where the material is stored.

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vi) Carry the material to the work area.

vii) Demonstrate the activity.
viii) Show the child where to return the material when the activity is completed.

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.

a) Remove activities that are no longer being used.

b) Watch child used material appropriately and make a mental note.

c) Don’t disturb the child while he is doing any activity, either doing wrong. Repeat lessons
as needed at a neutral time.

d) Appreciate the concentration, the mastery of any work.

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Answer No. 4

Try to explain “Formal setting of a Table” and “Making a Chicken Spread Sandwich” in the same
way EPL have been explained in this book for you.

Formal setting of a Table:

Material:

• 1 Table mat
• 1 Plate
• 1 Glass
• 1 Spoon
• 1 Knife
• 1 Fork
• 1 Napkin
• 1 large wooden tray (optional)

Presentation:

1. Prepare a child-sized table for the presentation and place a chair in front of the table. Invite
the child by asking him/her whether they would like to learn to set up a formal table.
2. Bring the appropriate material from the place where it is stored to the workplace with the
help of the child. The material must be kept at the child’s eye level.
3. The child can be demonstrated how to set the table using the large wooden tray or directly
onto the table. In this presentation the demonstration is being done directly onto the table.
4. Pick up the place mat by holding the top right corner with your right thumb and index
finger and the top left corner with our left thumb and index finger. Lift the table mat on the
table right in front of the chair.
5. Flatten out the mat so that it does not have any wrinkles in it.
6. Pick up the plate by holding it from its rims with both hands in such a way that the thumbs
of both hands are on the upper side and fingers should be underneath the plate for support.

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7. Lift the plate and place it in the middle of the table mat without making a sound.
8. Pick up the napkin in such a way that your thumb is on the lower side and fingers are on
the upper side of the napkin.
9. Lift the napkin and place it on the left side of the plate. (Please note: different variations of
the position of the napkin are used. In this presentation the simplest napkin position is being
used for the convenience of the child who is learning to set the table for the first time.)
Keep the napkin in line with the plate so that it looks balanced.

10. If the napkin needs to be folded, hold its corners with your thumb and index fingers and
bring the corners a bit higher. Put them on the opposite corners. If required double fold
from left to right. After folding smooth out the crease.

11. Pick up the fork with your index finger and thumb such that the thumb is on the upper side
and index finger is on the lower side of the holding part (handle) of the fork.

12. Place the fork gently on the left side of the plate on top of the napkin. Make sure the fork
is in line with the plate.

13. Pick up the knife in the same manner as the fork. Place it on the right hand side of the plate
in such a manner that the sharp edge of the knife faces the plate. The fork, plate and knife
should all be in line and in a balanced position.

14. Pick up the spoon and place it on the right side of the knife. Keep it in a balanced line with
the knife.

15. Pick up the glass in such a way that the thumb of right hand is on your side and four fingers
on the opposite side, while the palm of the left hand may be used to support the glass. Place
it on the right side of the table mat just above the knife and spoon, without making a sound.

16. Invite the child to use the material to practice the activity himself.

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17. After the child has finished the activity he should be shown where the material must be
placed.

18. The child may be allowed to use the material anytime for practicing.

Points of Interest:

• Remembering where and how to place the various items

• Keeping the items in balance with each other
• Maintaining balance while holding and carrying different utensils
• Concentration

Control of Error:

• Dropping glass, plate or other utensils

• Making sound while placing different utensils on the table.

Direct Aim:

Learn to set up a table while coping independently with the various items and remembering their
right places.

Indirect Aim:

• Hand eye coordination

• Balance
• Perfection of movement
• Concentration

Age Group: 3 years and onwards

Making a Chicken Spread Sandwich:

1. Get your leftover chicken meat and chop it up. I like my chicken spread to be quite chunky,
so I don’t chop it all that finely, but you can make it however you like.

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2. Put the chicken pieces into a bowl and add several dollops of mayonnaise. My husband
likes it really creamy, so I have to put extra mayo in for him!

3. Add salt and pepper to taste, and stir the mixture together.

4. Add hot sauce, garlic paste, or sweetcorn – or all three, if you’re feeling adventurous!

5. Get two pieces of bread, and butter them if you want. I’m on a diet at the moment, so I’ve
been skipping the butter – you don’t need it, as the mayonnaise will make the sandwich
nice and moist.

6. Put a layer of salad onto one piece of bread, if you’re into that.

7. Spoon the chicken mixture onto the piece of bread with the salad on – this makes

8. Lay the other piece of bread on top, and press down gently.

9. Cut the sandwich into however many pieces you’d like.

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Answer 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.

The names of as many EPL:

Dressing oneself
Knowing parts of the body
Putting on jacket and zipping it
Hanging jacket on low hook
Putting clean clothes in drawer
Washing hands & drying hands with paper towel & throwing towel away in the trash
Blowing nose and throwing away tissue properly
Table manners
Setting the dinner table
Cleaning up spills with a sponge
Polishing shoes
Fastening clothes on a line with clothes pins or pegs
Using scissors with skill
Washing linen or dolls clothes on a wash board (you can buy these at a hardware store)
Learning home address and phone number
Pouring beans, rice, sugar, etc. without spilling
Pouring liquids without spilling
Sitting on the line
Sitting next to the line
Walking on the line
Carrying objects without dropping them
Carrying liquids without spilling
Walking without knocking into furniture or people
Dancing without knocking into furniture or people

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Using knives with good control

Cracking nuts
Putting materials, books, and toys away on the shelves
Working carefully and neatly
Dusting and polishing exercises
Sweeping with small broom and dust pan
Flower arranging
Caring for plants
Caring for animals
Folding napkins, towels and own clothing
Simple use of needle and thread
Use of tweezers, tongs, eyedroppers, and locks
Spooning exercises
Small hammer and nails to make wood projects out of scrap lumber
Weaving and bead stringing
Sorting Beads
Sorting and Sequencing
Sorting Colors with Magnet
Activity with soap dish
Marbles and bath mat
Sorting According to Height
Sewing
Braiding
Stamping
Modeling with clay
Cutting and pasting
Simple cooking and food preparation and baking with mom or dad
This handy cooking stool makes cooking much easier and enjoyable.
Here are some favorite kitchen activities:

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Using an old fashioned egg beater or whisk

Sifting flour
Scooping flour, sugar, salt, etc. with large and small scoops washing vegetables and fruit,
peeling with a vegetable peeler
Spreading (like peanut butter on a cracker)
Stirring mixture
Basting with a large turkey baster
Using a ladle
Opening and closing lids
Screwing and unscrewing lids on jars
Dish washing and washing table with a sponge
Using a rolling pin

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