EXERCISE OF PRACTICAL LIFE (AGE 2.5 YEARS TO 3.5 YEARS) ONWARDS

 EXERCISE OF PRACTICAL LIFE  (AGE 2.5 YEARS TO 3.5 YEARS) ONWARDS 

EXERCISE OF PRACTICAL LIFE  (AGE 2.5 YEARS TO 3.5 YEARS) ON WARDS 

In exercises of practical life, there are simple to complex movements to involve the child that is why child is attracted towards them.

Practical life exercises are given to co-ordinate his movements and records his emotions and experiences for coming in contact with the external world.These exercises should be given with the serial order or sequence of order in everything done logically and systematically to make the actions easier and meaningful.This makes the mind of the child orderly and makes the foundation of mathematical mind. 

E.P.L exercises are constructive, creative and  stimulative, because they are part of his life.They should aim at helping the child to help himself.In an emergency, he should be able to act independently.

These exercises buildup unity between thoughts, action and will.

As it is discussed in a previous blog's post about the main groups or E.P.L exercises : 

1- Elementary exercises 

2- Personal care

3- Care of environment

4- Grace and Courtesy

1- ELEMENTARY GROUP:

They are basic and simple actions which involve simple movements.

They are according to the potentials of the child.The simplest work is chosen to satisfy the work tendency of the child.Hence this group is further divided into three kinds of exercises.

A- Basic elementary

B- Elementary

C- Higher Elementary

A- BASIC ELEMENTARY:

The most simple actions but very logical movements are there.They are usually a part of the later activities. 

for example;

1- Holding a jug, glass, tray, spoon etc.

2- Carrying a glass of water.

3- Taking off an apron from hook or hanger.

B- ELEMENTARY EXERCISES:

These actions are little advanced but still simple in nature and more logical movements are involved, yet these exercises prepares the child for further difficult work.

for example;

1- Opening and closing bottle tops.

2- Folding, rolling of mats.

3- Opening and closing of pegs.

4- Threading beads.

5- Poring beans from one container to another.

6- Spooning beans in different bowls.

7- Sponging exercises.

8- Turning pages of a book etc.

C- HIGHER ELEMENTARY EXERCISES:

These exercises are the series of the same work but little upgraded in movements, logic and patience.

The aims of all these elementary exercises is first to develop the initiative of work and then to make the child aware of his potentials and urge of performing logical, meaningful and useful movements.To bring him towards mobility and to develop the will and ego to work freely.

Concentration and patience are the characteristics of these activities.

for example;

1- Pouring water from one container into number of containers with the help of spoon, dropper, jug, funnel etc.

2- PERSONAL CARE GROUP:

To bring the child towards personal independence. There are exercises which pertains to the personal hygiene and care for themselves.

for example;

1- Dressing frames.

2- Brushing teeth.

3- Combing hair.

4- Washing hands.

5- Polishing shoes etc.

3- CARE OF ENVIRONMENT GROUP:

Exercises under this group help the child to learn, to clean and take care of environment around him. This group is further sub-divided into two groups.

A- Indoor environment.

B- Outdoor environment.

A- INDOOR ENVIRONMENT EXERCISES:

These are exercises which the child performs to serve other people and also to keep his place neat and tidy.

for example;

1- Opening and closing door.

2- Folding napkins.

3- Dusting a table, chair, objects of class etc.

4- Sweeping the floor.

5- Polishing metal objects.

6- Washing a cloth, car, table etc.

7- carrying a chair.

8- Lifting a table by two children.

9- Walking around mats.

B- OUTDOOR ENVIRONMENT EXERCISES:

These exercises make the child aware of the outer environment of his surrounding.

for example;

1- Sweeping.

2- Watering plants.

3- Picking dry leaves from garden.

4- Weeding.

4- GRACE AND COURTESY GROUP:

These exercises help the child to gain courtesy and grace. He is made aware of the manners and etiquette to become social and respect the people in society as well as to his own self respect, dignity and honor as an individual. Various exercises are chosen to further increase his tendency.

for example;

A- Passing through a group of people.

B- Passing pointed objects.

C- Standing in a queue.

D- Table manners.

E- Use of thank you, sorry, please etc.

F- Greeting guests.

G- How to sneeze, yawn and cough etc.

AIM OF ELEMENTARY GROUP:-

To develop the initiative of work.

AIM OF PERSONAL CARE GROUP:-

To develop personal independence.

AIM OF GRACE AND COURTESY GROUP:-

To help the child to gain grace and courtesy.

AIM OF CARE OF ENVIRONMENT:-

To help the child to clean and take care of his surroundings.

Two main ways of presentation:-

1 .Intentional presentation

2. Un-intentional presentation

Intentional presentations are conscious are pre-planned according to the age requirement.These are further divided into three different ways.

1. Individual presentation

2. Group presentation

3. Collective presentation

Un-intentional presentations are not pre-planned, the directress sits quietly and works with the material to attract children towards her to get involved in the activity and returns the material back to its place.

In the Montessori House of Children we call activities of useful life those basic, day by day performed exercises what man-the-grown-up completes in his current circumstance to keep up with and reestablish legitimate conditions.

FUNCTIONS OF E.P.L:-

They serve this additive and supportive capacity concerning things (conditions), yet in addition as to

people (relations). As they structure a piece of the grown-up's day by day exercises, the youngster essentially from the second it is conceived and goes into a man-made and man-kept up with climate has noticed them

furthermore has become really acquainted with them.

ALBERT MAX JOOSTEN STUDENT OF MARIA MONTESSORI:-

Albert Max Joosten (1914-1980) was one of Maria Montessori's earliest

understudies and advanced the Montessori strategy around the world. Mr Joosten

coordinated instructional hubs in India, Sri Lanka, and Minnesota. He was additionally an individual from the AMI Sponsoring Committee, AMI International

Academic Committee, and an AMI inspector. Copyright © 1968 Indian Montessori Training courses under the support of Association Montessori Internationale. NAMTA might want to communicate

its appreciation to the Maria Montessori Archives held at AMI for making this address accessible.