Q:1 Write a comprehensive note on the importance of practicle life exercises? The practical life exercises are the beginning activities for young children. These exercises improve motor control, eye hand coordination and concentration. The practical life exercises include environmental care, personal care, eating, dining and many more. Children love these practical life exercises and are also taught good work habits by being encouraged to complete the whole task. Teaching the children to be thoughtful of the rights of other children, they are prepared for a successful citizenship and career. The practical life activities contribute invaluably to the development of the whole person with inner discipline, self-direction and a high degree of concentration. In short, ractical !ife "xercises are #ust that, they are "xercises 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. %y entrusting house work to young children, they learn important lessons& they execute their work with devotion and accuracy. %y doing this they become singularly calm and dignif dig nified ied.. The These se exe exerci rcises ses are fou foundat ndation ional al to man many y asp aspect ectss of 'on 'ontes tessor sorii educ educati ation. on. 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 se(uence of steps to carry out in an exercise. )ccording to 'ontessori, during the sensitive period between births to * 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 %ased on an idea that freedom implies self-sufficiency, 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. 'ontessori 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 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 w ait 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. )ll 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.
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ractical life exerci ractical exercises ses have desig designed ned to inspi inspire re moveme movements nts direct directed ed to constr constructive uctive ends. +ome of the main purposes of including such exercises in the classroom are To educate the children$ children$ss movements to be geared to a purpose To develop children$ children$ss ability to concentrate on a task To help children to carry out a series of steps in se(uence To help children learn to care for the environment 1ne of an example of a practical life exercise in 'ontessori classroom is e(uipped 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 size si zed d and ar aree us usua uall lly y of th thee sa same me co colo lorr so th that at th they ey obv obvio ious usly ly go to toge geth ther er.. Th Thee te teach acher er demonstrates for the child a precise se(uence of actions that are carried out in Table washing. The child has probably also observed other children carrying out the se(uence of actions, enabling him to learn by observation. 2r.. 'ontessori discovered the importance of the practical life exercises as follows 2r To enrich the child emotionally emotionally.. To endow the child with affirming experiences. To encourage responsibility responsibility.. To engage the child physically physically.. To enliven the child constructively constructively.. To fascinate the child with learning. To enable the child to appreciate independence.
Two main purposes of practical life exercises 5
First is the dignity of work. In the past, the child had an opportunity in the home to fold clothes, clothe s, pour water water,, fetch and sweep. )s a resul result, t, children developed motor skills of grace and fluid flui d moveme movement nt at an early age. 'ore importantly importantly,, childr children en develop developed ed compet competent ent parti participati cipation on around the home and the rest of their environment.
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econ! 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 h imself. 6e 6e must help him to become beco me master of himself and then he will be able to master other things.
Q: " Ex Expl plai ain n th thee !i !iff ffer eren entt #r #rou oups ps pf pr prac acti ticl clee li life fe? ? $o $ow w !o %o %ou u th thin in& & th this is #roupin# is helpful?
2ifferent groups of "xercises of ractical !ife in 'ontessori +ystem Through "xercises of ractical !ife 7"!8 a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. The child begins to build himself from within while learning to treat him and others with respect and dignity. These understandings ultimately prepare the child for entry into society and a lifetime of self-respect and self-worthiness. "! 9ltimately provides the foundation for success in all areas of life. The prepared environment is directly correlated to the child$s development. The classroom is specifically designed area arranged solely for the
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children. There should be a variety of movement and activity and all work operates together through discipline. Children respond well to beauty, order and (uality in their environment.
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"! are divided into four main groups "lementary "xercises %asic "lementary "xercises "lementary "xercises :igher "lementary "xercises "xercises of ersonal Care ;race and Courtesy "xercises Care of "nvironment "xercises
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Thes esee ex exer erci cise sess as assi sist st in cr crea eati ting ng ro rout utin inee an and d or orde derr in th thee Elementa Elem entar% r% Exer Exercises: cises: Th environment and are pre re(uisite for other activities. It is sub divided into three categories *asic Elementar% Exercises In these exercises child learn fundamental activities involve muscle and mind coordination. "xercises like taking ob#ect holding it and put it back, open and close the door, etc. Elementar% Exercises: In these exercises child learn a bit more advance and complex activities using muscle and mind coordination. "xercises like rolling and unrolling of mats, holding a chair, pouring rice from one #ug to another, etc.
$i#her Elementar% Exercises: In these exercises child learn logical and bit more complex activities. "xercises like walking on the line, silence practice, etc. Exercises of Personal +are: These exercises assist in how to deal and take care of one own self. Care of self may include exercises on how to wash the hands, use the bathroom, brush teeth, wear different kind of clothes, open and close buttons, lace shoes etc.
,race an! +ourtes% Exercises: These exercises assist child to learn manners and how to deal with other people. It also help child to learn different situation and how to behave and react in different situations. Child learns how to use the words
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+are of Environment Exercises:
In these exercises child learn how to take care of environment. Care of the environment may include exercises on organizing the clutter, sorting and putting things in the right places, dusting shelves, sweeping the floor, mopping if there is a spill, raking the outdoor area, taking care of the plants, trees, animals etc. groupin ing g he help lpss to ai aid d th thee ch chil ild d to dev devel elop op hi hiss Importan Impo rtance ce of EPL ,roupin#: ,roupin#:"! group coordination in movement, his balance and his gracefulness in his environment as well as his need to develop the power of silent. Children are naturally interested in activities they have witnessed. 2uring the child$s sensitive period between birth and six, the child is constructing the inner building blocks of his person. %y 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. 6hen child learn basic motor skills and then advance complex and logical skills, he become more confident and satisfied then other children. 'ore importantly importantly,, when the child is later taught a skill or an academic accomplishment, it becomes a part of him.
The beauty of "! lies in the fact that they can be very easy or more compli complicated& cated& 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. "ating snack is part of practical life. +erving yourself and cleaning your yo ur 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. lants are watered, doorknobs polished, etc. ractical life activities are not separate from the classroom. They are incorporated into the life of the child. ractical life exercises can also be incorporated into the home.
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Q:( Wh Q:( What at ar aree th thee ess essen enti tial al po poin ints ts wh whic ich h we sh shou oul! l! &e &eep ep in mi min! n! wh whil ilee presentin# EPL?
"ssential points while "xercises of ractical !ife in 'ontessori +ystem Children are naturally interested in activities they have witnessed. It is therefore the directress$s task to demonstrate the correct way of doing these exercises in a way that allows the child to fully observe the movement. The materials use! in the EPL can be characterized as follows
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Ph%sical proportions: They must be the right size for the child to handle. Ps%chicall% proportionate: Their function must be clear to the child. Attractive an! #oo! -ualit%: 'aterials must be beautiful and attract the child. +lean an! well maintain maintaine!: e!: The materials must be kept intact. )void too many material from which child can choose. v. .eal not a to%: They must be real materials not toys.
vi. /ne for each exercise: 'ultiple sets of materials so that the children learn individually ind ividually.. vii. A!apta0le: 'ust be able to change from culture to culture and be comprised of the same ob#ects the children would find in their home. viii. eparation: 'aterials must be kept separate from other ob#ects found in the environment.
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ix. on2Toxic on2Toxic 3eter#ents: 3et er#ents: 2etergents and cleaning solutions must be non-toxic or diluted in water.
Two wa%s w a%s to #ive #i ve EPL: E PL: The presentations for "! can be collective or individual depending on the child$s needs and the nature of the activity. It can be direct or indirect. 2irect ect pre presen sentat tation ionss are whe when n we int introd roduce uce an act activi ivity ty to the chi child. ld. a' 3irect 3irect Presen Presentation: tation: 2ir )nalysis of movement is necessary when giving a presentation to help the child understand the movements necessary and the se(uence of movements.
0' In!irect 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 'ontessori material.
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6hile presenting any "! in front of a child teacher or elder should know these four basic principles Teacher should +hoosin# Activities: 6hile choosing any activity all material is clean non-toxic. Teacher firstt practice a lot before presenting firs presenting it in front of a child. The exercises exercises taught must be done in the way the children see them done in their own homes. ettin# 5p: The practical life area must have a place for everything within reach of the children. =or example, hooks to hang the brooms and apron, dust pan, mop, duster, and aprons should 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.
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In setting up a classroom, provision must be made to practice all types of housework the child sees done at home. =urniture of all types must be chosen with various surfaces. In this way, children can learn to clean some plain unvarnished wood, some polished, and some painted surfaces.
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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. )prons, dusters, dish towels, etc., should be chosen so different fabrics are represented like like linen, denim, cotton, etc. Presentin# Activities 6 ,ui!elines: =or all practical life activities, teacher and child should we ar 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.
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) 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. 6hen 6he n giv giving ing any new lesson, lesson, tea teacher cher will point out the dir direct ection ionss on the cleaning cleaning age agent nt 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. +ome ways are simply better and more efficient.
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rocedure ;ive lessons in a relaxed, happy and gentle manner 'odel courtesy, (uiet and graceful movements, enthusiasm, zest for learning, a helping spirit, and a positive and pleasant attitude about work. iii8 >eep the lessons short and simple. =ollow a flexible se(uenc e when introducing exercises. iv8 Invite the child. Tell Tell him what you are going go ing to demonstrate. v8 Take the child to the place where the material is stored. vi8 Carry the material to the work area. vii8 2emonstrate the activity activity.. viii8 +how the child where to return the material when the activity is completed.
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Evaluation: 1bserve 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. ?emove activities that are no longer being used. 6atch child used material appropriately and make a mental note. 2on$t disturb the child while he is doing any activity, either doing wrong. ?epeat lessons as needed at a neutral time. )ppreciate the concentration, the mastery of any work.
Q:) Tr% Tr% to exp explai lain n 7 Fo Forma rmall set setti tin# n# of ta ta0le 0le an! coo&in# coo&in# a chi chic&e c&en n sprea! sprea! san!wich 7 in the same wa% 8we have 0een explaine! in this 0oo& for %ou? Formal Form al settin# set tin# of o f a ta0le: ta0l e:
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9aterial: · · · · · ·
%utter spreader ) fork, spoon, and knife ) drinking glass @apkin %utter plate +alad plate
Presentation:
To present formal table setting, gather students around the table. lace things on their right places. 2inner plate should be place in the middle ut the knife on the right side of the dinner plate and fork and spoon on the left side. +alad plate should place next to fork. lace a glass for water at the top right side of dinner plate. ut the napkin on the dinner plate. ?epeat all procedure one time more. @ow ask students one by one to do as you did.
A#e ,roup: / A and onwards
+hic&en sprea! san!wich:
Exercise:
B to cups minced cooked chicken B0 to B/ cup mayonnaise salt and pepper, to taste cayenne, garlic, onion powder, your choice, to taste
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Preparation: . . /. 0.
Introd Introduce uce all ingr ingredi edient entss to childre children n first. first. Then add add all ingredients ingredients one by one in front of them. them. 'ix 'ix them hem all. all. @ow ask ask all all studen students ts to to make make it one one by one. one.
Q: Write ;ust the names of as man% EPL as possi0le
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9ontessori Practical Life Activities ractical !ife activities are the traditional works of the family and home. They can be broken down into four categories . Preliminar% activities G carrying a tray, pouring water, spooning grain, walking on the line, etc. . +are of the environment G cleaning, sweeping, dusting, gardening, raking, polishing. /. +are of self G G dressing, toileting, brushing teeth, bathing, combing hair, preparing food, setting the table. 0. ,race an! courtes% G using table manners, greeting others, saying DpleaseE and Dthank youE, learning to control one$s own body. "ach activity is carefully analyzed and broken down into successive steps so that the child may practice each step repeatedly until he has mastered the skill. )dults must model these activities, not #ust the mechanics of the process, but also the #oy that is to be found in a #ob well done. If the adults lack enthusiasm, the child will learn that it is not a worthwhile task and will not want to continue. 6e 6e can delight together in dishes that are clean and ready for use at our next meal or in a well-set table. +o, what can be done to extend the ractical ractical !ife activities in the home =irst off, make sure that the materials you use are child-size. 6hy is this important 6ell, I think about it this way way.. )s an adult, I have several paring knives that I have bought or received over the years. 'y favorite, however, is the very first one I ever received, even though the tip is broken off and the blade is wobbly.. 6hy is it my favorite %ecause it fits my hands #ust right. The other ones #ust don$t wobbly do n$t DfeelE right to me. This is the difference between a child learning how to work using materials that fit her #ust right and trying to adapt an adult-size tool to a child-size body. ?emember that ractical !ife activities are the routines and rituals that adults perform daily in order to maintain their environment. :ere are a few examples of how to invite your child to continue these valuable ractical !ife lessons at home Sania Umbreen Roll No. D 11880
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Preliminar% Activities
ouring and transferring li(uids and dry ingredients without spilling
9sing scissors
1pening and closing lids
+crewing and unscrewing #ar lids
+tirring
+are of the Environment
6ringing a wet cloth
6ashing a table or counter top
+weeping the floor with a broom and an d dustpan
'opping the floor
Hacuuming
olishing silver or brass
olishing wood furniture
olishing shoes
+orting laundry by color
'atching socks
=olding towels and wash cloths
=olding napkins
Ironing handkerchiefs or pillowcases
+ewing on buttons
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6ashing dishes pots and pans& plastic-ware& silver 7flat8 ware& glasses& plates
6atering and caring for houseplants
=lower arranging
Caring for pets
Cleaning up spills
utting materials and toys away
+orting recycling materials
+are of elf
6ashing hands
6ashing face
6ashing hair
%lowing nose and properly throwing away the tissue
+neezing
%rushing teeth
Combing hair
Trimming Trimmi ng fingernails
?unning water in the bath
:anging up towels after use
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2ressing oneself 7including learning how to button, zip, snap, tie, buckle, Helcro8 Helcro8
utting on a #acket
:anging a #acket on a low hook
utting clean clothes in a drawer
'easuring li(uid and dry ingredients
eeling fruits and vegetables
9sing kitchen tools 7fork, spoon, grater, blunt knife, ice cream scoop, bulb baster baster,, peeler, chopping board, rolling pin, whisk, pitcher, pitcher, cookie cutters, melon baller, apple corer, etc.8
+preading 7like butter, peanut butter, a mixture8
,race an! +ourtes%
:ow to greet someone
:ow to answer the telephone
:ow get up from the table
:ow to carry a chair properly
:ow to open and shut a door (uietly
:ow to interrupt when necessary
:ow to excuse oneself when passing or bumping into another
:ow to hand someone something
Table manners
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Carrying ob#ects without dropping or spilling
6alking without bumping ob#ects or people
6hen we remember to present these activities with enthusiasm and break them down into se(uential steps, a child will feel encouraged as he practices them independently. 6e 6e must remember that D)dults work to finish a task, but the child works in order to grow and is working to create the adult, the person that is to be.E 7'ontessori8 )s adults, we work to finish tasks efficiently and (uickly so as to move on to the next task at hand. ) child, however, is working to master the activity. activity. :e will practice repeatedly to perfect p erfect his abilities and then, may turn his attention elsewhere
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