JANNAT QAMAR D-14015

Assignment Module 2

TOPIC: Introduction to Montessori

Submitted To: MS. Roshni Naz

MS. Humaira

Submitted By: Jannat Qamar

Roll No: D-14015

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Q NO 1: Write 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
a r e prepared for a successful citizenship and career. The
practical life activities contribute in valuably to the
development of the whole person with inner discipline, self-
direction and a high degree of concentration. In short,
practical life exercises are must that they are
exercises so the child learns how to do living activities in a
purposeful way.
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Aims of Practical Life Exercises:

The aim of practical life exercises is to facilitate learning throu

gh day to day work in the children 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 d i g n i f i e d .
These exercises are
foundation to many aspects of Montessori
e d u c a t i o n . T h e 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
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big world, using his motor skills and problem solving abilities.
Child needs order a n d r e p e t i t i o n o f t h e s a m e
activity to refine certain skills. The child needs
t o m o v e t o g a i n balance, grace and confidence.
Children should be exposed to a variety of EPL during early
years in the prepared and home environment. Following
points will ensure the importance of EPL in child’s
development.
1. For independence:
It is established that between birth and six years the child
is developing, his mental patterns are getting fixed, and
the personality is developing which is almost determined
by the age of six years. By exposing child to EPL a new
mode of freedom and independence is developed in
them.
2. For developing love for work:
EPL are also meant to give the children an understanding
of the environment around them and how it works.
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Through EPL the love of work also develops in the child,

and he enjoys the activities involved in keeping himself
and environment worthwhile for living.
3. For happiness, self satisfaction and self respect:
Work helps child earn self esteem, and he enjoys
contributing to the betterment of the society as a good
citizen. Happiness and self satisfaction can be acquired
only if all kinds of work are done in proper way. Similarly,
young children should also be allowed to choose work
that they will enjoy doing.
4. For making world a better organized and tidier place:
In Montessori schools we follow the principle… “There is a
place for everything, and everything has a place.” EPL is
introducing to make a world a better organized and tidier
place for a child’s development.
5. For perfection of movements:
Nature wants the child to be constantly on the move. This
need for movement, which is irresistible in childhood,
apparently diminishes as we grow older. Thus, more
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developed the child is, the more obedient are his

instrument of motion to his will.
6. For normalization of the child:
Every child undergoes sensitive periods during 0 – 6 years
of age which he goes through certain strong urges to have
experience appropriate for development. If these urges
are suppressed by the environment or the adults, which
means the child does not get opportunities to have
appropriate experiences, he tends to get deviated.
Fulfillment of inner urges leads the child to normality
which is the spiritual goal of EPL.
7. For avoiding personality disorders:
As Dr Maria Montessori state “sensitive period” are those
peak time when nature allows a person to learn
something the best way. This time is temporary and once
it is lost it does not come back again. Therefore, we must
be aware of child’s natural urges by observing what type
of activities interest him the most. Maximum
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opportunities should be made available to child during

this phase for development and maximizing learning.
Two main purposes of practical life exercises:
First is t h e d i g n i t y o f w o r k . I n t h e p a s t , t h e c h i l d
h a d a n o p p o r t u n i t y i n t h e h o m e t o f o l d 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 participat
ion around the home and the rest of their environment.
Second reason for the practical life exercises is to
enable children to organize themselves as f u n c t i o n a l
human beings. To do this we must begin by the
t i m e t h e c h i l d i s t w o y e a r s o l d , 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.
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Q NO 2: Explain the different groups of exercises of practical

life. How do you think this grouping is helpful?

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
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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 Exercises
4: Care of Environment Exercises
1. Elementary Exercises:
These exercises assist in creating routine and order i n t h e
environment and are pre requisite for other activities. It is sub
divided into three categories.
Basic Elementary Exercises:
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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
a d v a n c e a n d c o m p l e x 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
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2. Exercise of personal care:

These exercises help to assist child to take care of himself,
gain confidence and groom himself. Care of self may
include exercises on how to wash hands, comb hair, brush
teeth, dressing frames etc.
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3. Exercises of grace and courtesy:

Through these activities the child learns to be polite, use
basic manners, how to go around the society. Table
manner, how to carry a chair, how to be silent, use of
thank you/ sorry/ please, etc are good examples.

4. Exercises of care of environment:

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.
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Importance of EPL Grouping: E P L g r o u p i n g

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 g r a c e t o c o u r t e s y e a c h a n d
everything learned step by step. It helped the
c h i l d i n h i s e n t i r e coming life. When child learn basic
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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.
Q 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 exercises in a way
that allows a child that observes the child to fully observe
the movements. The material used in EPL can be
characterized as follows:
 Physical proportions: they must be the right size for
the child to handle.
 Physically proportionate: their function must be clear
to the child.
 Attractive and good quality: material must be
beautiful and attracts the child.
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 Clean and well maintained: the material must be kept

intact. Avoid too much material from which a child can
choose.
 Real not a toy: they must be real material not toys.
 One for each exercise: multiple sets of material so the
child learns individually.
 Adaptable: must be able to change from culture to
culture and be compromised of same objects the child
would find in their home.
 Separation: material must be kept separate from
other object found in the environment.
 Non toxic detergent: detergents and cleaning agents
must be non toxic and diluted with 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.
Direct Presentation:
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Direct presentations are when we introduce an

a c t i v i t y t o t h e c h i l d . Analysis of movement is necessary
when giving a presentation to help the child understand the
movements necessary and the sequence of movements.
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.6 h i l e p r e s e n t i n g a n y E P L i n
front of a child teacher or elder should know
t h e s e f o u r b a s i c principles.
Choosing Activities:
Chile 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.
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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
s i n k , a s w a t e r i s n e e d e d f o r s o m e o f t h e 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 h o w t o
polish brass and silver. These materials should
n o t b e p r o v i d e d i n t h e r o o m o n l y a s 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.
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
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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:
1: Give lessons in a relaxed, happy and gentle manner.
2: Model courtesy, quiet and graceful movements,
enthusiasm, zest for learning, a helping spirit, and a positive
and pleasant attitude about work.
3: Keep the lessons short and simple. Follow a flexible
sequence when introducing exercises.
4: Invite the child. Tell him what you are going to demonstrate
5: Take the child to the place where the material is stored.
6: Carry the material to the work area.
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7: Demonstrate the activity.

8: 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 t h e e n v i r o n m e n t n e e d s t o b e
modified, and what is currently catching the
i n t e r e s t o f y o u r children.
a) Remove activities that are no longer being used.
b) Catch 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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Q NO 4: Try to explain ‘FORMAL SETTING OF A TABLE’ and

‘MALKING OF A CHICKEN SPREAD SANDWICH’ in the same ay
EPL have been explained in this book for you.

Formal setting of a table:

MATERIAL:
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 A dinner plate
 Dinner knife
 Spoon
 Dinner fork
 Napkin
 Water glass
 Dinner mat
PRESENTATION:
 To present formal table setting, gather
the students around the table.
 Place things on your right side first.
 Place dinner mat first on the table.
 Then place dinner plate in the middle of
the mat.
 Put the dinner knife and spoon on the
right side of the plate and napkin on the left
side underneath fork.
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 Place glass f water on right top corner of

the dinner mat.
 Repeat all the procedure one more time if
needed.
 Now ask the students to set their own
table by looking at your table.
AGE GROUP:
4 and onwards.
Making a chicken spread sandwich:
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MATEIAL:
 ½ cup boiled shredded chicken
 ¼ cup mayonnaise
 Whole wheat bread
 Salt and pepper to taste
 Tooth picks
 Sliced cucumbers, tomatoes, hard boiled
eggs.
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Presentation:
 To make chicken spread sandwich, gathers
all the students around the table and
introduce all the ingredients to them.
 Place all the material on the table.
 Now combine boiled chicken, mayonnaise,
salt and pepper in a bowl.
 Then spread the mixture and bread slices.
 After that decorate the sandwich with
cucumber, tomatoes or boiled egg slice.
 Repeat the process one to two times.
 Now ask the students to make
sandwiches their self.
Age group:
4 to 5 years.
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Q NO5: Write just the names of as many EPL

as possible (that you think a child can do)
and which are not mentioned in this book.

Montessori practical life exercises:

EPL are the traditional works of the family
and home. They can be broken down in four
categories:
1. Elementary exercises: carry8ing a tray,
pouring water, spoon grain, walking on a
line etc
2 . E x e r c i s e s o f p e r s o n a l c a r e : dressing, brushing,
bathing, combing, preparing food etc
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3 . G r a c e a n d c o u r t e s y : table manners, greeting

others, saying words like ‘please’, ‘thank you’, ‘sorry’.
4 . C a r e o f e n v i r o n m e n t : cleaning, sweeping,
dusting, gardening, etc.
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 must 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. 6e 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? First off, make sure that the
materials you use are child-size. Why is this important?
Well, I think about it this way. As an adult, I have
several paring knives that I have bought or received
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over the years. My favorite, however, is the very first

one I ever received, even though the tip is broken off
and the blade is wobbly. Why is it my favorite?
Because it fits my hands just right. The other ones just
don’t feel right to me. This is the difference between a
child learning how to work using materials that fit her
just right and trying to adapt an adult-size tool to a
child-size body.
Remember that practical life activities are the routines
and rituals that adults perform daily in order to
maintain their environment. Here are a few examples
of how to invite your child to continue these valuable
practical life lessons at home:
Elementary activities
 Pouring and transferring liquids and
dry ingredients without spilling.
 Using scissors.
 Stirring.
 Opening and closing lids.
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 Walking on a zigzag line.

 Measuring liquids or dry ingredients.
Exercise of personal care
 Washing hair.
 Washing face.
 Dressing or undressing.
 Setting up the bed.
 Folding blankets.
 Setting up the toys after use.
 Hanging clothes.
 Using towel.
 Hanging up towel after use.
 Peeling fruits and vegetables.
 Using kitchen tools.
 Helping mother in house chores.
Activities of grace and courtesy
 How to greet someone.
 How to answer telephone.
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 How to get up from table.

 How to hand someone something.
 Table manners.
 Eating manners.
 How to interrupt when necessary.
 How to open and close door.
 Walking without bumping the
objects or people.
Care of the environment
 Dusting.
 Vacuuming.
 Polishing furniture.
 Mopping, sweeping or cleaning floor.
 Paint flower pots.
 Cutting extra leaves of plants.
 Sorting laundry.
 Matching socks.
 Washing dishes.
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 Arranging flowers.
 Cleaning up spills.
 Caring for pets.
 Watering and caring for house plants.