PAKISTAN MONTESSORI

COUNCIL
ASSIGNMENT 2

MARCH 3, 2020
RIFFAT MANZOOR ABBASI
House no 213, street 92, G-11/3 Islamabad
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Q1:

Write a comprehension note on importance of practical life exercises.

Exercises of practical life (EPL)

EPL are those simple daily actions which are normally performed by adults in the
environment. Practical Life Exercises are those exercises which helps a child to learn
meaningful activities in a purposeful way. These actions are real and are done in real
situations. If practical life activities are introduced to children at the right time, we help them
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.

These help in daily life because it is actually those actions which are normally performed by
every day. EPL exercises are those exercises of daily life which are performed by the adult in
different situation. The adults perform these activities for maintaining and restoring proper
living conditions. There are unlimited practical life exercises in a Montessori house of children.
By doing EPL children get use to and are able to do series of simpler to complex last of daily
life. Religious teachings and practices can also be incorporated into, like how to pray, greet
others, drink water, start a task, and knock at the door.

Importance of EPL:

Helps to develop happiness:

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.

Builds self-satisfaction and self-esteem

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, choose the kind of work he
enjoys 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.
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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 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!” so to develop sense of meaningfulness EPL are very
important.

For making world better organized and tidier place:

One essential element of EPL is winding up. In Montessori schools we have certain principles
like there is a place for everything and everything has a place. A particular material will
always be found in right place in Montessori environment. If this principle is ignored we
complicate and our lives.

Implementation of this rule is possible if we practically putting the things to the place where
they belong at home and in school.

And then teach kids to put the thing away if he is not learning or unable to understand the
principle. So its an essential element of EPL is to wind up. Children should be given this
principle as an occupation and there should not be too many things to choose.

For learning to give and take help gracefully:

We don’t know how to ask for help or offer help gracefully. EPL are most important to learn
how to ask for help and how to offer help to those who actually need it. Ordering phrases
like go and clean up your room should be replaced with ‘’let us clean the guest room today,
the kitchen tomorrow and your room the next day. This way the children learn to do all kind
of work properly. This helps to develop good work habits among them.

Passing on good work habits to the next generations:

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Good work habits are transferred to next generation automatically os the child grows up
and as he has learnt good behaviours he will avoid all those bad habits that his adult made
him to avoid.

Q2: Explain the different groups of exercises of practical life. How do you
think this grouping is helpful?

Groups of exercises of practical life.

There are four main groups of practical life exercises.

1) Elementary Exercises these are further divided into sub groups

 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 in the environment and are pre requisite
for other activities. Elementary exercises are further sub-divided into three groups.
Basic Elementary Exercises
These activities involve very basic movements, mostly involving how to hold and place
objects. The time period of these exercises is very short. For example how to hold, carry and
place a jug, glass, tray, plate, cup, mat, cloth, bag etc.
Moderate 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. Example include cutting along a line. Spooning beans, poring rice from one jug to
another, and dropper.
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.
2- Exercises of Personal Care
These exercises help the child to take care of himself, gain confidence and groom himself.
3- Grace and Courtesy Exercise
Through these activities the child learns to be polite, use basic manners and how to go around
the society.
4- Care of Environment
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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 proper living conditions, indoor putting things in the right places,

Q3:
What are the essential points that we should keep in mind while
presenting EPL?

Children are learning every day from their surroundings and they show keen interest with
what’s happening around. This interaction with environment motivates them to learn basic
everyday tasks
Children are naturally interested in activities they have witnessed. It is therefore the
Montessori 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.

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.
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Individual Presentation:
Individual presentation means when only one child is supposed to take presentation. Rest will
wait and watch carefully all the step that a child is following to perform any EPL
Only one child is taken in this presentation.

Following are the points which are to be kept in mind while presenting an exercise.
 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.
 Order of placing things is also of high importance. Use the rule “a thing for a place
and a place for a thing”.
 The material must be ready before presentation.
 Take the consent of the child by saying “Would you like me to show you how we work
with it?”
 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.
 Take the material to the workplace with the help.
 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 principle in mind “you should not speak while demonstrating and
you should not demonstrate while speaking”.
 Make sure that the presentation must be brief and lively.
 After the demonstration, invite the child to carry on with the activity.
 Leave the child. Let the child work with the material for as long as he likes. Do not
interrupt.
 The material must be placed back at its proper place after work.
 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.
Only if all the children in the group are in the mood to take instructions and obey, go ahead
with the presentation.
If you, however, feel that any one of the children would disturb the class, do not continue,
and rather give individual presentations.
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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
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:

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. One for each exercise: Multiple sets of materials so that the children learn individually.
vi. Adaptable: Must be able to change from culture to culture and be comprised of the same
objects the children would find in their home.
vii. Separation: Materials must be kept separate from other objects found in the environment
viii. Real not a toy: They must be real materials not toys.
.
ix. Non-Toxic Detergents: Detergents and cleaning solutions must be non-toxic or diluted in
water.

Ways to demonstrate 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:

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. EPL Set Up:

 Remember that there is a place of everything and everything has a place.The
practical life area must have a place for everything within reach of the children.
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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.
3. Key points of presenting activities:
 For all practical life activities, teacher and child should wear aprons and roll up their
sleeves. Child is taught 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:

 Give lessons in a relaxed, happy and gentle manner

 Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a
helping spirit, and a positive and pleasant attitude about work.
 Keep the lessons short and simple. Follow a flexible sequence when introducing
exercises.
 Invite the child. Tell him what you are going to demonstrate.
 Take the child to the place where the material is stored.
 Carry the material to the work area.
 Demonstrate the activity.
 Show the child where to return the material when the activity is completed.

Evaluation:
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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.

Q: 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:

First we analyse the things and material used to make a chicken spread sandwich. Make a list
of all materials that will be used to make it. The materials needed are listed below.

Material:
 1 Table mat
 1 Knife
 1 Plate
 1 Spoon
 1 Glass
 1 Fork
 1 Napkin
 1 wooden tray to carry it for decoration.

Steps of presentation of sandwich:

 Start by setting a child-sized table for the presentation and place a chair in front
of the table. Invite the child by asking them whether they would like to learn to set
up a formal table. Asking or taking consent of children is important part of EPL.
 You can make small aprons for kids as to show our little chefs are working in the
kitchen. This way their interest will be developed.
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 Get 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, so
they could pick it up easily without dropping anything and hurting themselves.
 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.
 Pick up the placed 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.
 Flatten out the mat so that it does not have any wrinkles in it.
 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.
 Lift the plate and place it in the middle of the table mat without making a sound.
 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.
 Lift the napkin and place it on the left side of the plate. 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.
 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.
 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.
 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.
 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.
 Pick up the spoon and place it on the right side of the knife. Keep it in a balanced
line with the knife.
 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.
 Invite the child to use the material to practice the activity himself.
 After the child has finished the activity he should be shown where the material
must be placed.
 The child may be allowed to use the material anytime for practicing.

Points of Interest:
 learning where and how to place the various items
 Keeping the items in balance with each other
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 Maintaining balance while holding and carrying different utensils

 Concentration
 Table manners

Control of Error:
 Dropping glass, plate fork or bread crumbs on the floor or in the plate
 Avoid mess as sandwich making could be messy if not handled with care.
 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:

These are few steps that should be followed while performing any cooking related activity
.the process should be done step by step with precautions and let all the students be
participated so they all could learn and involved properly and understand it better.
o Get your leftover chicken meat and chop it up. Ask from your students whether
they like their sandwich chunky or plain. If they like chicken spread to be quite
chunky, don’t chop it all that finely, but you can make it however you or they
like.
o Put the chicken pieces into a bowl and add several handsome amount of
mayonnaise as it I key ingredient of sandwich. Most of the kids likes it really
creamy, so I have to put extra mayo in for them!
o Add salt and pepper to taste, and stir the mixture together.
o If children like spicy I can add hot sauce and sweetcorn, rest all ingredients
taste.
o Get two pieces of bread, and butter them if you want. Butter adds more flavor
to sandwich also the mayonnaise will make the sandwich nice and moist.
o Put a layer of salad onto one piece of bread, if you’re into that.
o Spoon the chicken mixture onto the piece of bread with the salad on top.
o Put the other piece of bread on top, and press down gently.
o Cut the sandwich into however many pieces you’d like.
o If there is stove or sandwich maker or oven you can toss it and serve hot.
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Age Group: mostly focusing 3 years and onwards

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.

The names of as many EPL:

 Performing ablution practically in school
 Offering prayer step by step in school
 Recitation of holy Quran
 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
 Using sponges to transfer water from one pot to another
 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:
 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
 Washing small utensils in the kitchen
 Using tissue roll properly
 Table manners
 Party manners