Phase 3

Exercises of Practical Life

This Phase deals with the Exercises in Practical Life, the best way to connect to
environment with the adult as an observer. The activity not only connect to the
day to day life experiences but also helps in strengthening the hand eye
coordination and build a sense of independence through achievement to tasks.

EPL Means Exercises of Practical Life

Children are not born as blank slates waiting to be written on. They are individuals
with a unique and tremendous potential waiting to be revealed. A child is learning all
of the time, from his environment and from the adults they encounter in it. It is the
best way to enrich the environment and for adults to serve as role models, rather
than try to impose learning from the outside.

Education is not what the teacher gives to the child; it is also a part of the
environment in which the child learns automatically by his adults, atmosphere of the
home as well as the culture. Many lessons in Montessori programs are derived from
having children participate in daily work routines. Children are delighted when they
perform any task by their own self.

If teaching is to be effective with young children, it must assist them to advance

on the way to independence. It must initiate them into those kinds of activities,
which they can perform themselves. We must help them to learn how to walk
without assistance, to run, to go up and down the stairs, to pick up fallen
objects, to dress and undress, to wash themselves, to express their needs, and to
attempt to satisfy their desires through their own efforts. All this is part of an
education for independence.

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There are four areas in exercises of practical life. They are:

AREA 1 – Elementary Movements and Preliminary Activities

 Opening & Closing

 Threading, Cutting, Sewing, Folding
 Walking on a line
 The Silence Game.

AREA 2 – Montessori Practical Life Exercises for Self Care

 Polishing Shoes & Folding Clothes

 Blowing Nose & Coughing
 Care of Teeth, Nails, & Hair
 Toilet Training.

AREA 3 – Montessori Practical Life Exercises for Environment Care

 Dusting, Sweeping, Polishing

 Care of Garden, Indoor Plants, Flowers
 Care of Pets
 Cooking Skills

AREA 4 – Montessori Practical Life Exercises for the Development of Social Skills,
Grace and Courtesy.

 Greeting People,
 Interrupting with Excuse Me
 Conduct with a visitor
 Speaking to a Group
 Behavior on Outings,
 Special Occasions
 Helping Out

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  Table Manners and Use of Eating Utensils

These are some names of practical life exercises which can be taught to the kids, not
only in school but also in the home environment.

As every parent knows young children want to be with adults and to take part in the
activities of daily adult life. The Montessori Practical Life materials allow them to do
just that. The Practical life area provides the link between home and school. In the
classroom, with child sized tools that really work the young child is able to perform
the same activities he has seen adults do: pouring, sweeping, ironing, polishing,
scrubbing etc. The pace is unhurried and an adult is nearby to help if required but not
to interfere. A three year old is of course, more interested in the scrubbing motion of
washing a table than they are in ensuring the table is clean. The motion helps them
gain gross motor control and hand-eye co-ordination, which will enable them to
successfully perform more precise tasks in the future. The purpose of the Practical
Life curriculum in Montessori is to improve concentration, co-ordination, control,
independence and order which lay the foundation for learning.

Concentration

Watch a child who is pouring beans from one jar to another. As they pour, they
become transfixed by the look of the beans emptying, as well as the sound of them
hitting the glass jar. It is a satisfying, almost calming sound that they strive to repeat
over and over again. They focus intently on the task at hand, developing those
concentration skills that are necessary to observe the world around them, and to
focus on later learning.

Co-ordination

A degree of coordination is required to successfully pour those beans without spilling

them. Balancing beads on a spoon, sewing a button, picking up rice with chopsticks,
all require great dexterity and strong fine motor skills. All activities in the Montessori
Practical Life curriculum exercise those finger muscles and develop fine motor skills.

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Co-ordination is necessary when learning writing and art skills, balancing while
walking, and performing everyday tasks like tying shoes.

“Adults work to finish a task, but the child works in order to grow and is working to
create the adult, the person that is to be.”

The Third Environment

Education in the Montessori sense of term is giving assistance scientifically and

lovingly to Man in course of fundamental development. Our task as adult educators is
to give him this help by offering the child what he needs, whenever he needs and as
he needs it is in order to develop himself. At every stage of his development he has
needs of a particular condition in his environment. The conditions essential at one
stage of development may be insufficient at another. For example in the prenatal
stage he requires a natural environment where he can fulfill his tasks. Afterwards he
has another great task to perform. He has to develop his physical self and for this he
needs active contact and interaction with the outer environment.

Family ---- This is the first environment that a child is in and is of foremost
importance to s child, not only then but at all stages of his life. Parents are his first
educators.

Society ---- Gradually a child is introduced to the social environment which is the
second environment. Here he absorbs the basic patterns of the social life and he also
sees around him to form his individuality.

House of children ---- This is the third environment. From birth to 2 ½ yrs mastered a
language ears the child has got all his movements under his control and has also
developed conscious will and has mastered a language but now he has reached the
stage where all his needs can no longer be satisfied by the first two environments. As
new needs appear, he starts feeling the need for a supplementing environment in
addition to the first two.

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The third environment is not the school. It is a House of children where the children
can live their lives as they need to. Every living being has a need for an environment
which gives him all the necessary provision, protection and stimulation he requires for
his growth. Such an environment is known as the “vital environment” or “prepared
environment”.

 Provision
 Make the environment attractive but not costly.
 Things should be in proportion to the child and his needs.
 Provides space for work and movement.
 Must contain materials --- EPL, sensorial, language, arithmetic and handwork.
 Children should get scope for the development of social life.
 Protection

The new born child does not possess developed psychic faculties because he has yet
to develop them. That is why Montessori calls it the Psychic Embryo. This psychic
embryo needs protection in order to develop properly ----- a calm environment and
the right mental nourishment.

 Stimulation
 Order must be there. A place for everything and everything in its place.
 Trained adult who is the dynamic link between the child and the materials.
 Presentation in an orderly manner.
 Social behavior activities such as few rules to follow, wait for ones turn, take care
of the materials, co-operation during group activities and freedom during limits.

The Environment must also give scope for----

 Exploration ---- The child can explore many facts after working with the materials.
 Consolidation ---- The child should get scope to consolidate the knowledge.

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 Perfection ---- On the basis of his preliminary consciousness he has now to perfect
what he has learnt so far.
 Rectification ---- He has time to rectify his mistakes. Some physical rectification is
also possible.

It is now a House of children where he can perform all the necessary developmental
activities with the help of specially prepared materials and with the assistance of
specially trained adult. He has to perform the activities as an individual member of a
community composed of peers from 2 – 6 yrs of age. It is not possible for any home
environment to provide all these, so in a House of children he has to seek fulfillment
of all his new needs. Dr. Montessori called it a long and dynamic environment.

Developmental Activities

The developmental Activities are:

 Exercises of Practical Life.

 Sensorial Activities.
 Arithmetic.
 Language.
 Stories.
 Handwork.
 Music and movement.
 Yoga, sports games and P.T.

Why these activities are called Developmental activities?

They are called the Developmental Activities because it helps the child‟s total
development.

 How many groups are there?

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There are four main groups:

 EPL
 Sensorial
 Language
 Arithmetic.

How are they offered to the children?

They are offered in a form of a presentation.

Why does Dr. Montessori use the name Presentation?

It means offering a special gift. She expects the adult to think of the presentation as
something special, not a lesson. While giving a presentation both the adult and the
child should feel happy and that is the main aim of a presentation.

What are exercises of practical life?

The child from the moment he is born enters into a manmade and man maintained
environment. He has observed all the daily activities which are familiar and the child
has a strong urge to associate himself with these activities.

Why is a child attracted to these activities?

There are three factors why a child is attracted to these activities.

 Their simple clear purpose is easily understood.

 Movements are visible and within the child‟s capacity at this early age.
 Child can carry out the movements required to perform.

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What is the difference between EPL and Activities of practical life?

When the adults are performing these activities we call them activities of life. The
purpose is utilitarian because without doing this we cannot lead a human life. In the
case of a young child these activities have a much more important function. These are
for a child‟s development.

What are the adult’s responsibilities with regards to EPL?

Preparation of the materials

Characteristic of the materials:

a. They are physically proportionate.

b. They are portable.
c. They are attractive and clean.
d. They have a complete set.
e. They should be maintained properly.
f. Should be available locally.

Presentation

What is a presentation?

It is a technique of using a material.

Why does Dr. Montessori call this a presentation?

Dr. Montessori feels that a material should be given to the child in a form of a gift.

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How many types of presentation are there?

There are 2 types of presentations:

 Direct.
 Indirect.

Direct presentation is divided into three:

 COLLECTIVE
 GROUP
 INDIVIDUAL.

What is indirect presentation?

The adult should be careful about her movement, language and the way she behaves.
Children like to imitate the adult and this serves as indirect presentation.

What are the parts of a presentation?

 Preparation ---- adult needs to know the activity thoroughly and check the
material.
 Invitation ---- for collective presentation ring a soft bell and let the children sit in
a semi circle.
For group presentation invite the children individually.

For individual presentation go to the child and invite that particular child.

Proper presentation

Winding up

Collective ---- the adult winds up

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Group ----- the adult winds up but children can help.

Individual ----- child winds up.

What is the most important part of an EPL presentation?

Analysis of movement ----- each activity consists of a series of actions. It should be

shown in a manner that enables the child to see the movements distinctly.

What is Point of interest?

Certain things are very interesting to the child and so he takes care to do it.

What are Criteria of perfection?

Criteria of perfection are moving towards perfection>Little details will gradually lead
to perfection.

What is Verbal Summary?

Relating the presentation in a summarized form.

Why do we give a Verbal Summary?

At this age a verbal summary is very helpful>The child tries to associate the
movements with the words.

When do we give a verbal summary?

In an EPL collective presentation, second time that is after the silent presentation

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On which points do we stress during a verbal summary?

We stress on Point of Interest and criteria of perfection.

How many groups of EPL are there?

There are four groups of EPL:

 Activities related to elementary movements.

 Activities related to taking care of the environment.
 Activities related to taking care of oneself.
 Activities related to social behavior.

What are the direct aims of EPL?

 Helps the child to settle down.

 The child gets familiar with the adult.
 Develops hand eye co-ordination.
 Helps the child to become independent with regard to four groups of EPL.

What is the Indirect aims of EPL?

 Helps the child to follow further developmental activities.

 Helps to develop three powers that are intelligence, will and movement.

If a child understands the purpose of the activity with his intelligence, then his will is
activated and naturally wants to work which means movement.

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Name of the Activity How to greet in Indian Society with the gesture of”
Namaste”
Material Description None
Nature of Activity Individual
Age 2 – 2.5 years
Presentation By invitation. Stand straight and bring both hands one
after the other, close to the chest. Keep the elbows
away from the body. Join the base of the palms,
followed by the thumbs and other fingers. Avoid gaps
between the fingers. Look at the child, bow your head
a little, smile and say “Namaste” in a clear voice.
Point of Interest 1. Hands at chest level.
2. Elbows away from the body.
3. One movement at a time
4. Amongst fingers join the thumbs first.
Control of errors Lies in the visual inspection.
Purpose to help the child to greet gracefully

Name of the Activity How to shake hands

Material Description None
Nature of Activity Individual
Age 2 – 2.5 years
Presentation Work cycle begins. There should be another adult with
you and the child who should watch. Stand facing the
adult. Lift your forearm of right hand up to waist level
and extend it with fingers together and thumb
straight. Hold adults right hand firmly but gently. Look
at the person and shake hands and say “Hello. How do

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 you do?” Complete the work cycle.
Point of Interest 1. Bringing the correct hand forward.
2. Applying sufficient firmness.
3. One movement at a time.
Control of errors Lies in the visual inspection.
Purpose to help the child to greet gracefully

Name of the Activity How to roll a mat

Material Description Mat
Nature of Activity Individual
Age 2 – 2.5 years
Presentation Bring the mat and unroll it quickly but correctly. Sit
besides the edge of the mat on your knees. Put the
thumbs of the two hands under the edge of the mat at
a fair distance off the centre of the mat. Put the
index finger over it. Holding it then turn the edge.
Make a liberal roll and release hands. Put the thumbs
of both the hands at the back of the roll and fingers
over it. Push the roll with the help of the thumb and
let go the fingers. This way continues rolling the mat.
Move on, on your toes as the mat is rolled up.
Point of Interest Never to pull the mat the mat towards you while
rolling, but to move along with the mat as it is rolling
up.
Control of errors The two edges should be parallel. The end should be
straight without any bulge.
Purpose
Name of the Activity How to sit on a mat
Material Description Mat
Nature of Activity Individual

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Age 2 – 2.5 years
Presentation Stand next to the mat. Bend and take support with the
right hand placing it on the mat. With the other hand
smoothen the clothes and sit down. Thereafter bring
the legs one by one on the mat and sit cross legged.
Point of Interest Never to step on the mat.
Control of errors Clothes should no be spread out.
Purpose

Name of the Activity How to get up from a mat

Material Description Mat
Nature of Activity Individual
Age 2 – 2.5 years
Presentation The legs are brought one by one on the ground. Then
supporting yourself with one hand get up and stand
besides the mat.
Point of Interest Never to step on the mat.
Control of errors Clothes should no be spread out.
Purpose

Name of the Activity How to un roll an oil cloth

Material Description Oil cloth cut to the size of the small low tables rolled
in a wooden rod with both ends. Marked in red rings
and they joined by a red line. Small low tables,
mat.Rolled up oil cloth kept in a special place at the
side of the EPL shelf.
Nature of Activity Individual
Age 3 – 3.5 years
Presentation Lift the oil cloths flap and place it down. Hold at one

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 third on both sides with thumb on top with the other
fingers below, turn the roll by one movement.
Bring thumb to the top of the roll and take other
fingers under the roll. Repeat with one movement at a
time and complete till the oil cloth is unrolled. Then
lift it by holding between two and turn place on small
low tables. Now it is ready for work.
Point of Interest 1. .Holding at one third at both ends.
2. One movement at a time.
Control of errors In visual inspection the oil cloth is unrolled & kept
ready for use.
Purpose The child learns how to unroll and roll an oil cloth.

Name of the Activity How to fold a napkin divided into quarters by medians.
Material Description Plain material with edges stitched with blanket
stitches of same color. The napkin is divided into four
equal parts by same color running stitch. Tray, mat
and small low tables. Napkin kept in the EPL shelf in a
tray, small low tables, mat kept in the environment.
Nature of Activity Individual
Age 2.5 – 3 years
Presentation Work cycle in maintained. Unfold the napkin without
analyzing the movements keeping the wrong side on
top facing you. Introduce the guideline to the child
and tell the child to stop the adult as soon as he can
see the guideline at the side. Then lift the two
corners of the napkin slightly fold and take it towards
corners when all corners meet the child sees the
guideline at the other side and says stop. Repeat these
movements following directionality. Smoothen the

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 folding properly. Check. Then show unfolding by
slowly moving corners away from one another. At the
end smoothen the unfolded napkin properly and
complete the work cycle.
Point of Interest 1. Introducing the guidelines.
2. Telling the child to stop as he sees the line on the
other side
Control of errors In visual inspection check the folding: all four corners
are matched and guideline visible at sides.
Purpose The child is helped to know as how to fold and unfold
a napkin divided into quarters by medians

Name of the Activity How to fold and unfold a napkin divided in quarters by
diagonals.
Material Description A plain material with edges stitched with blanket
stitches and napkin divided into 4 parts diagonally,
tray, small low tables, mat.Kept in a tray in EPL shelf.
Mat, small low tables in the environment.
Nature of Activity Individual
Age 2.5 – 3 years
Presentation Work cycle in maintained. Unfold the napkin without
analyzing the movements keeping the wrong side on
top facing you. Introduce the guideline to the child
and tell the child to stop the adult as soon as he can
see the guideline at the side. Then lift the two
corners of the napkin slightly fold and take it towards
corners when all corners meet the child sees the
guideline at the other side and says stop. Repeat these
movements following directionality. Smoothen the
folding properly. Check. Then show unfolding by

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 slowly moving corners away from one another. At the
end smoothen the unfolded napkin properly and
complete the work cycle.
Point of Interest 1. Introducing the guidelines.
2. Telling the child to stop as he sees the line on the
other side
Control of errors Guidelines (the red stitches)
Purpose To help the child to learn how to fold and unfold a
napkin divided into quarters by diagonals.

Name of the Activity How to pour solids in a proper way

Material Description One child size jug, 3 small transparent container
sufficient solid (mustard seeds or Rice grains), small
low tables, tray, mat. All kept in a tray and kept in
the EPL shelf.
Nature of Activity Individual
Age Around 3 years
Presentation  Place the three containers on the small low tables
diagonally, starting away from the child with red
line facing the child.
 The jug to be placed towards the adult on the
small low tables in the corner.
 Give instruction to the child to say „stop‟ as solids
reach the guide line.
 Spout to be above the centre point of the
container.
 Pour continuously in circular movement.
 One movement at a time.
 Check guidelines and spillage.

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  Start pouring back into the jar from the container
nearer to the child. Check for spillage.
 Complete work cycle.
Point of Interest 1. Co-ordination of hand and eye.
2. Gross and fine motor movement.
3. Concentration.
4. Orderliness.
5. Logical thinking.
6. Independence.
7. Self respect
8. Taking care of the environment.
Control of errors Guidelines (the red stitches)
Purpose To help the child to learn how to fold and unfold a
napkin divided into quarters by diagonals.

Name of the Activity How to pour liquid in a proper way

Material Description One child size jar with water, 3 transparent small
containers with guidelines, a mop cloth, oil cloth,
Small low tables, mat & tray.
Nature of Activity Individual
Age Around 3 years
Presentation 1. Unroll the oil cloth on the small low tables.
2. Place container diagonally starting away from
the child with the red line facing the child.
3. Place the mop cloth on the top side of the small
low tables towards the child and the jug is
placed at the lower side towards the adult.
4. Give instruction to the child to say “stop” as it
reaches the red mark or guideline.
5. Spout to be placed at the centre point. Pour

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 continuously towards the guide
6. Hold the jug above the container. Bring the
mop cloth with the other hand and wipe liquid
from bottom to top.
7. One movement at a time. Place mop cloth
down and move the jug to the next container to
continue pouring and repeat to complete.
8. Check the pouring and spillage.
9. Pour back into the jug the same way starting
from container closer to the child. Complete
the work cycle.
Point of Interest 1. Instruction to the child.
2. One movement at a time.
3. Spot pouring.
4. Wiping from bottom to top.
Control of errors Lies in the guideline. If there is spillage wipe it.
Purpose The child learns how to pour liquid in a proper way

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