Theory of EoPL

The Three Stages of Presentation


The Directress first does those preparations which do not involve the child, they are to observe the needs of the child and notice that needs are suggesting that a certain presentation be given, she chooses which type and checks the availability and condition of the material.

Now the Directress invites the child, naming the activity with enthusiasm so it is easy for the child to say ‘yes’, but not impossible to say ‘no’. The point of the invitation is when the presentation begins.  If the child agrees the Directress and the child go together to collect the materials.


Once the material is in a suitable place, chosen by the child, the Directress begins the presentation. Using a soft tone, she repeats the name of the activity and introduces the relevant vocabulary, speaking only when she is not moving.  If the child has already been shown some of the movements in the presentation, the child does them.  The new activities are done by the Directress, silently, with careful movements that emphasis the Points of Interest.

Analysis of Movement

Movements which are familiar to adults and children are often hurried over and the precise stages, especially the middle of the process, are hurried over. Presentations allow the child to analyse each movement separately, exactly, precisely and in a lively, engaging manner.  The sequence of movements and their different characteristics are shown without breaking up the unity of an activity, a slight pause between each stage makes each movement distinguishable (though if it helps an individual child, the total activity can be divided into a series of steps and each shown separately).

Individual actions are shown in isolation, in a successive order to generate a clear understanding of the whole action.  The Directress remains while the child, if she chooses repeats all or parts of the demonstration.

Points of Interest

After the presentation the child will ideally repeat the presentation several times by herself, aspiring towards greater aestheticism, the economy of movement, awareness, orderliness and grace. After repeating it the Directress is likely to observe that the child has not mastered any or all of the movements; the child may not be interested at this stage and put it away, parts of the movement may be difficult and she may become frustrated, or she may continue to try driven on by the tendencies and Horme, even though she struggles.  The Directress notes the challenges and if difficulties persist she will repeat the demonstration, or parts of it, on subsequent days, highlighting the aspect the child found difficult.  The difficulties are known as “Points of Interest’, as they are the aspects of the presentation which hold the child’s attention and stimulate repetition, and the integration of the mind with the body; without them, the drive towards self-perfection could not occur, the child would be perfect and the activity would not contribute to her development.  Once the child is able to do the task fluidly the Directress may reveal new points of interest buried further within the activity.  Sometimes the child is not interested in the activity at first but will be a few days or weeks later.

Winding up

Once the activity has reached its natural conclusion, the observant Directress will help the child return it to the correct place so it can be found in the future.

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