PROJECT BATCH 2014-15

1. HOW TO USE DUSTPAN AND BRUSH
Presented by
Aparna Paira

2. Index
• Acknowledgement
• Introduction
• Aims & Objectives
• Description
• Suggestion
• Conclusion
• Bibliography

3. Acknowledgement
I would like to express my special thanks of gratitude to my teacher
Mrs. Prathima madam as well as our principal Mrs. Sadaf madam who
gave me the golden opportunity to do this wonderful course. Which also
helped me in doing a lot of experience and I came to know about so
many things which are practically used in daily life can be teach through
presentation.
I am highly indebted to members of PSTTI for their guidance and
constant supervision as well as for providing necessary information
regarding the Pre-Primary teaching process and also their support in
completing the courses.
I would like to express my special gratitude and thanks to my Husband
for his kind co-operation and encouragement which help me in
completion my courses.
My thanks and an appreciation also goes to my management of college
PSTTI in developing the skills and people who have willingly helped us
out with their abilities.
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4. Introduction
PRACTICAL---- Means basic, useful, and purposeful
LIFE---- Means the way of living.
• Practical life exercises are just that, they are exercises so the child
can learn how to do living activities in a purposeful way.
• Practical life activities give the child an understanding of his
environment and how it works.
• This work builds the child’s self-esteem, making him feel of value.
• In giving the exercises of practical life, we treat the child as a serious
student.
• At first, he likes to learn the work of the home. This works requires
a high degree of intelligence and skill.
• If in a Montessori school, we accept children of 3 years for part of
the day, we must understand that the practical life activities are of
prime importance.
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5. Aims & Objectives
• The purpose and aim of practical life is to help the child gain control
in the co-ordination of his movement.
• Help the child to gain independence and adapt to his society.
• The development of each individual child according to the child’s needs
and potential.
• The attainment of self-discipline.
• An understanding of the environment and a sense of the
contribution of all living things to each other.
• Improving fine and gross motor co-ordination.
• The child learns about the care and maintenance that helps everyday
life.
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6. Description
 Material Description:-
• The children house should have three or four sets consisting of a
broom, a dustpan and a brush and a floor cloth, hung at an appropriate
height for children. Each set should be color coded with the same
colored handles and hooks.
• The broom should be similar to ones used locally, with assize
suitable for a child, with a handle which is easy and comfortable for
his/her to hold.
• The dustpan will preferably be hooded; its lip should be slightly inclined,
absolutely even colored to match the broom.
• The brush should have a handle that is easy for a child to hold
comfortably and bristles should be dense and firm.
• There should be a dustbin in the same room and it needs to have a
foot pedal that the child can use and be steady enough not to fall
over.
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7.  DISPLAY: -
The dustpan and brushes are displayed hanging from hooks at
levels where they will have to be used slightly above the floor. The
set of broom, dustpan and brush are displayed together. It is
preferable to have dustbin with open and closed lids manipulated
by foot lever.
 INVITATION: -“Shall we see how the dustpan and brush are used”
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Description Cont…

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 PREPARATION: -
This activity is done on the floor. Bring the dustpan and brush
from the place of display and place it at the presentation place so
that the dustpan is left side and the brush placed at right side.
Bristles of brush facing opposite to dustpan. Keep the dust on the
floor in front of the child. The heap of the dust is in between the
child and the adult. Place the dustpan and brush near to the heap
of dust.
Description Cont…

9.  PRESENTATION: -
[Small group or individual presentation]
 Consider the position and visibility of children.
 Sit on your haunches in front of brush and dustpan.
 Hold the dustpan in your left hand as it should be.
 Hold the brush in your right hand as it should be.
 Bring the pan to the heap of dust so that it is perpendicular to
the edge of the pan.
 Push the dust on to the pan with the help of brush.
 The bristles are completely on contact with the pan.
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Description Cont…

10.  Collect the dust into the pan and take out the dustpan and brush
away, keep it aside.
 Indicating with right index finger ask the children “can you see this
dust?”
 Hold the dustpan perpendicular to this line or dust and collect the
dust.
 Repeat the same movements for collecting all the dust by changing
the position of the dustpan.
 But you should remain in the same place.
 Collect till not even a speck of dust is left behind.
 Keep the brush and pan aside. Look for any dust on floor with mental
analysis of movements.
 Then ask the children “I have completely taken the dust.”
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Description Cont…

11.  Raise the body and stand.
 Then bend, hold the dustpan and brush and place the brush on
dustpan in such a way that bristles should be facing to the
dustpan.
 Carry it to the place of bin.
 Bend slightly and turn the face little away from dustbin and push
the dust from the pan to bin completely.
 Finally clean the brush, the bristles will come to contact with the
edge of the pan. Push the brush for couple of times to make it
clean.
 Take it back to the place of presentation.
 Place it as it should be.
 Ask the child to repeat it.
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Description Cont…

12.  POINT OF INTEREST:-
 Placing the dustpan perpendicular to dust line. Keeping the face away
while pouring the dust to bin.
 Changing the orientation of dustpan while taking the dust.
 CONTROL OF ERROR:-
 Not a speck of dust remains on the floor after collecting the dust.
 AGE OF PRESENTATION:-
 The child should be around 3 years, he should know the elementary
movements and introduced to brush and dustpan.
 FOOT NOTE: -
 If the dustbin is covered or attached with lid, show the child how to
use that using your foot.
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Description Cont…

13. • Children are naturally interested in activities they have
witnessed. According to Dr. Montessori, to allow the child to do
activities of daily life and therefore adapt and orientate himself in his
society.
• Montessori also saw the child’s need for order, repetition and
succession in movements. Practical life exercises also help to aid to
develop his co-ordination in movement, his balance and his
gracefulness in his environment as well as his need to develop the
power of being silent.
• The Montessori classroom is a home away from home a happy
place full of friends where you can be yourself. It is a place full of
interesting things to do, but also a place where you can take time
out and just be quiet if you want to. It is somewhere where you can
grow up knowing that you belong and that you are special.
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Suggestion

14. Conclusion
• One important aspect of the Practical Life environment is that all the
materials used are real life objects.
• Maria Montessori was a great believer in the “reality” principle –
objects and tasks should reflect real life, with instruments adapted to a
child’s size and potentiality.
• The Practical Life activities are naturally interesting exercises for the
child.
• The sequencing for Practical Life begins with scooping and spooning,
rolling and folding, twisting, squeezing, grasping and controlling, stringing
and lacing, pounding and pushing, care of the self, care of the
environment, grace and courtesy, and ending with food preparation.
• Materials are sequenced according to the following progressions: using
hands to using tools, large to small, left to right, top to bottom,
gross motor to fine motor, no transfer to transfer, two handed to one
handed to two handed in opposition, size and shape of medium used,
dry materials to liquid, simple activities to complex, few materials to
many, short activities to long, skills in isolation to skills in
combinations.
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15. • Children benefit from all aspects of the Practical Life environment.
• They learn the direct aims of independence, concentration,
coordination, and order, as well as the indirect aims of the actual skills
being practiced.
• Practical Life is the foundation of the Montessori classroom and
enables the child to become a well-adjusted individual.
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Conclusion Cont…

16. Bibliography
Clicking this site address
 www.infomontessori.com
 www.google.com and
 Well experienced Montessori teacher Mrs. Prathima Madam.
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17. Thank You