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Assignment Module#3
1. Write a comprehensive on the importance of sensorial exercises?

Since a child naturally uses all his powers of observation during his early years, this
is the ideal time to give the child equipment which would sharpen his senses and
enable him to understand the many impressions he receives through
them. Sensorial comes from the words sense or senses. As there are no new
experiences for the child to take from the Sensorial work, the child is able to
concentrate on the refinement of all his senses.

Importance of Sensorial Exercises

The importance and aim of Sensorial exercises are for the child to acquire clear,
conscious, information and to be able to then make classifications in his
environment. It is believed that sensorial experiences began at birth. Through his
senses, the child studies his environment. Through this study, the child then begins
to understand his environment. The child is a “sensorial explorer”. Through work
with the sensorial materials, the child is given the keys to classifying the things
around him, which leads to the child making his own experiences in his
environment. Through the classification, the child is also offered the first steps in
organizing his intelligence, which then leads to his adapting to his environment.

Different Grouping in Senses

Sensorial Exercises were planned to cover every quality that can be apparent by
the senses such as size, shape, composition, texture, loudness or softness,
matching, weight, temperature, etc. Because the Exercises cover such a wide range
of senses, Montessori categorized the Exercises into eight different groups:

(1) Visual Sense. In this exercise child learns how to visually

discriminate differences between similar objects and differing objects.

(2) Tactile Sense. In this exercise child learns through his sense of
touch. “Although the sense of touch is spread throughout the surface of the
body, the Exercises given to the children are limited to the tips of the fingers,
and particularly, to those of the right hand.” This allows the child to really
concentrate on what he is feeling, through a concentration of a small part of
his body.
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(3) Baric Sense. In this exercise child learns to feel the difference of
pressure or weight of different objects. This sense is sharp through the use
of a blindfold or of closing your eyes

(4) Thermic Sense. In this exercise child works to enhance his sense of
temperature.

(5) Auditory Sense. In this exercise child differentiate between

different sounds. In doing these different exercises, the child will enhance
and make him more sensitive to the sounds in his environment.

(6) Gustatory Sense. In this exercise child is given a basic to his tasting
sense. Although not all tastes are given to the child in these exercises, the
child does work to differentiate one taste from another. He can then take
these senses, and apply them to other tastes in his environment.

(7) Olfactory Sense. In this exercise child is given a basic to his smelling
sense. Although not all smells given to the child in these exercises, the child
does work to differentiate one smell from another.

(8) Stereognostic sense. In this exercise child learns to feel objects

and make recognitions based on what he feels. “When the hand and arm are
moved about an object, an impression of movement is added to that touch.
Such an impression is attributed to a special, sixth sense, which is called a
muscular sense, and which permits many impressions to be stored in a
“muscular memory”, which recalls movements that have been made”.

Need of Sensorial Exercises

It is possible for children, to receive any number of sensory impressions and be
none the richer. Sense impressions are not enough by themselves; the mind needs
education and training to be able to discriminate and appreciate. Montessori
materials help the child to distinguish, to categorize, and to relate new information
to what he already knows. Dr. Montessori believed that this process is the
beginning of conscious knowledge. It is brought about by the intelligence working
in a concentrated way on the impressions given by the senses.
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Sensorial materials are self-correcting to allow independent use, they foster

muscular development which lays the foundation for writing skills, and they are
produced to precise metric tolerances. Correct terminology (binomial cube,
isosceles triangle) and mathematically exact relationships enrich the child's
experience so that abstract concepts may attach to familiar reality.
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2. What is Stereognostic sense and how can we develop it?

It is the combination of tactile and muscular memory in which a child can recognize
things by just feeling it. As Montessori says;
“When the hand and arm are moved about an object, an impression of movements
added to the touch. Such an impression is attributed to a special, sixth sense, which
is called a muscular sense, and which permits many impressions to be stored in a
“muscular memory”, which recalls movements that have been made”
By doing different kinds of Stereognostic exercises, the child can recognize things
by touching/feeling them in his hands. Different materials are used to develop this
sense such as, Geometric solids, Mystery bags, Sorting Trays, Puzzle maps, and
Sandpaper Globe.
How to develop Stereognostic sense
Stereognostic sense is very important sense as it helps children to discriminate
between different size and shape by feeling the objects. It allows children to make
a mental picture through the use of touch the object.
These activities are first done with open eyes but afterwards child feels the object
by blindfold. There are a lot of exercises which can be done to develop
Stereognostic sense. The directress does all exercises in front of the children.
Activities.
(1) Sorting trays
(a) Material
(i) A tray with three bowls or dishes.
(ii) Small dishes are filled with buttons and beans; one type in each
bowl.
(iii) One large dish will be placed empty in the middle of the tray.
(iv) Material should be different in shapes and size.
(b) Presentation
(i) Place tray in front of the child.
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(ii) Pick up one of the largest item in the bowl and close eyes and
feel it by using both hands. And tell child that it feels different when
the directress closes her eyes.
(iii) Then ask child to feel the object with his eyes opened and
closed. And place it in the large empty dish.
(iv) Repeat it again for other items.
(v) The child first checks all these things by their hands and feels
them. Introduce names of each item.
(vi) Then child closes his eyes or used blindfold, again feel the items,
named it, and then put it into the second tray.
(vii) Then ask child to open his eyes and sees how perfectly he has
done.
(viii) Invite children to repeat it.

(2) Mastery bag

(a) Material
(i) A cloth bag
(ii) 10 to 20 small objects different from one another such as, a key,
a cotton ball, a button, a small basket etc.
(b) Presentation
(i) Ask the child to come and work with you.
(ii) Show and tell the name of mystery bag to students.
(iii) Ask them to sit in the semi-circle.
(iv) Take all objects out of bag and place them on the table and ask
children to handle them in their hands if they wish to do so. When they
get familiar to the objects, and then put them back in the bag.
(v) Then put one hand into the bag and feel an object and tell
children about what you feel, for instance, soft, fluffy, light, etc. also
name the object in a loud voice, i.e. I think this is a ball.
(vi) Then, pull the object out of the bag and checked whether you
were right or wrong. If right then say, yes! That’s right.
(vii) Repeat it with all children till all objects are done.
To sum up, Stereognostic sense exercises are very helpful for children to develop
Stereognostic sense.
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3. Write a note on Three Period lesson and memory games?

Three period lessons are used for teaching new words to the Montessori children.
The directress teaches both names of material and the names of qualities (positive,
comparatives and superlative) related to the material.

Naming period
The directress presents the child with three contrasting objects, and places them
on a mat leaving some distance between them. Then, she feels the objects
thoroughly one at a time. Then she asks the child to repeat as she does. After the
child has felt these objects and placed them back. Then she places her finger on a
tip of the object and gives name saying “this is___________.” For instance this is
cube. She gives names to all objects in the same way. Then, the teacher will repeat
the names of each of the objects.

Recognition and Association Period

After naming the objects, the directress will ask her students to recognize objects
by their names … saying,” Show me ______ “. For example show me the cube.

Pronouncing period
When the directress is sure that the child can name the object, then she challenges
the child to name the object himself. For instance, she may point out the object
and ask “what is this” the child answers “This is cube.”

In the three period lessons, there are three grading lesson and that are Positives,
comparative and superlative. Here taking an adjective to explain these periods.

Grading Positives Comparatives Superlatives

First Period This is big cube This cube is bigger This cube is
than this. biggest.
Second Show me the big cube. Show me the cube Show me the
Period which is slightly biggest cube.
bigger than this
book.
Third Period What is this? Which cube is Which cube is
bigger? biggest?
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Memory Games
Memory games can be introduced to children before and after the three period
lessons. These games are helpful for children to bring interest in those materials
that they already know very well. It is child’s nature to lose interest in the materials
that he knows very well and memory games help them to build interest back in
known material.
Children need to revise his lesson again and again which they have already learnt.
These games help them to learn their activities and materials which they have been
learnt. These games also help to motivate students in discovering variations in
materials.

These games help the teacher to verify the child’s language of the material as well
as these games prolong the activity with the material which result a stronger
absorption by the child.

(1) Matching at a distance

(a) Place two different tables with distance.
(b) Put a pair of materials, one on each table.
(c) The teacher takes one object from the table and asks her
student to feel it by holding the object in his hand.
(d) Then asks the child to bring the same object from the distant
table.
(2) Grading from a distance
(a) From an extreme
(i) Place two different tables with distance.
(ii) Place the grading materials (e.g. pink tower, broad stairs
etc.) at random on one of the table.
(iii) Pick up one of the extreme (for instance largest cube in
the pink tower) and move it to the other table and place it there.
(iv) Then ask your student to feel it and bring that cube which
is just a smaller than this one.
(v) Continues up to the smallest cube.
(b) From a midpoint
(i) Place two different tables with distance from one
another.
(ii) Place the grading materials at random on one of the
table.
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(iii) Then pick up middle sized cube in the pink tower and
move it to the other table.
(iv) Ask the child feel it and bring the cube which is just
smaller or bigger from that one.
(3) Stereognostic
(a) It should be done in the group.
(b) Children sit in the circle around a mat.
(c) Then directress gives them material in their hands (for instance
one cube of the pink tower to each student).
(d) Then children hold cube behind their back and feel them.
(e) Then directress asks for the largest cube and it should be placed
on the mat.
(f) Children judge the cube size and place it on the mat.
(4) Material to the environment
(a) Spread out the mat and place the material for instance color
tablets on the mat randomly.
(b) The directress takes tablets and asks her students to figure out
something in the environment of that same color and shade.
(5) Matching at the distance
(a) Spread out the mat and place the material for instance color
tablets on the mat randomly.
(b) The directress gives something to child from the environment
and asks her student to match it to the closest match in the material
on the mat.

To sum up, three period lessons and memory games have a great importance in the
Montessori school. They are really helpful in teaching Montessori students.
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4. Explain all exercises briefly in chapter 4.1 Exploring dimensions. Make

illustrations/ diagrams and mention vocabulary too.
Exploring dimensions group come under the visual exercises. As visual exercises is
an important part of the sensorial development. In this group, exploring
dimensions, the child learns how to discriminate between objects having similar
shapes and colors but varying in length, width, height or thickness.

Exercises
(1) The cylinder blocks
(a) Materials. 4 blocks each contain 10 cylinders with knobs, each
cylinder fitting into its respective hole.
(i) Block 1: The cylinders vary in two dimensions: The
diameter increases from 1cm to 5.5cm, the height remains
constant at 5.5cm.
(ii) Block 2: The cylinders vary in three dimensions: The
diameter increases from 1c, to 5.5cm, the height increases from
1cm to 5.5cm.
(iii) Block 3: The cylinders vary in three dimensions: The
diameter increases from 1cm to 5.5cm, the height decreases
from 1cm to 5.5cm.
(iv) Block 4: The cylinders vary in one dimension: The
diameter remains the same. The height increases from 1cm to
5.5cm.
(b) Exercise
(i) Take consent of a child.
(ii) The directress begins exercises with holding the knob of
the first cylinder.
(iii) Remove and place it on the table without making any
noise.
(iv) When she is done, she will select the largest and return it
to its place it to its appropriate hole without making any noise.
(v) After completing her presentation, she will ask children
to do the exercise.
(vi) After doing block 1, then he should be presented with 2,
3 blocks.
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(c) Vocabulary
(i) Block 1: Thick and Thin
(ii) Block 2: Large and Small
(iii) Block 3: No language because no dimension is isolated
(iv) Block 4: Tall and Short. The positives, comparatives, and
superlatives.
(v) Exercise 2: The Pink Tower:
(2) The pink tower
(a) Material. Ten wooden cubes varying in sizes from 1 cubic
centimeter to 1 cubic decimeter.
(b) Exercise
(i) Select a mat and spread it on the floor.
(ii) Take the consent of the child.
(iii) If the directress is right handed, the child should stand on
the left side of her.
(iv) Hold the largest cube and move it closer to other cubes
and figure out the sizes of the cubes.
(v) Place the biggest one on the mat and then look for the
second biggest.
(vi) Place second biggest cube on the biggest one.
(vii) Compare and place all the remaining cubes in the same
way.
(viii) Now, place both hands on the sides of the biggest cube
and move slowly upward. The purpose of doing this to give the
idea to child about the tower that gradually it becomes narrow.
(c) Vocabulary
(i) Cube
(ii) Large, small
(iii) Large, larger, largest.
(iv) Small, smaller, smallest.
(3) Broad Stairs
(a) Material. 10 brown wooden prisms of the same length
(20cm) but differing in height. They vary from 10cm x 10cm x 20cm to
1cm x 1cm x 20cm.
(b) Exercise
(i) Select a mat and spread it on the floor.
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(ii) Mix the prisms on the floor but make sure they are not
touching each other.
(iii) Hold the largest prism and compare it with others and
make sure that you are holding largest and thickest one.
(iv) Place it towards the far left side of the mat in such a way
that square side of the prism is facing towards you.
(v) Find the second thickest prism and compare it with other.
(vi) Bring it closer to the largest one and push it towards
largest one and there must not be any space between these
two.
(vii) Continue to arrange rest of the prisms.
(c) Vocabulary
(i) Prism
(ii) Broad, narrow
(iii) Broad, broader, broadest
(iv) Narrow, narrower, narrowest.
(4) The Long Rods
(a) Material. Ten wooden rods usually painted red having height
and width constant and length increased by 10cm, shortest have 10cm
and longest one is 100cm.
(b) Exercise-1
(i) Place all rods horizontally and randomly on it.
(ii) First hold the smallest rod with both hands compares
with others and put it on the left of the mat.
(iii) After that, take the slightly longer rod compare with other
rods; put it carefully without any mistake aside of first rod.
(iv) Repeat it until all rods finished.
(v) The shortest rod near to the directress and the longest
rod farthest on mat.
(c) Exercise-2
(i) Directress arrange the rods as in exercise 1.
(ii) Hold the smallest rod with the index finger of both hands
and place it aside with other rods just to compare its length.
(d) Vocabulary
(i) Long, short
(ii) Long, longer, longest
(iii) Short-shorter-shortest
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(5) The Knobless Cylinders

(a) Material.
(i) Yellow Cylinders (Big-Small) Vary in height-diameter
(ii) Green Cylinders (Deep-Shallow) Vary in height-diameter
(iii) Red Cylinders (Thick-Thin) Vary in diameter
(iv) Blue Cylinders (Tall-Short) Vary in height
(b) Exercise
(i) Directress use table or mat for this.
(ii) Teach the child how to open the lid of the box of
cylinders.
(iii) Place all cylinders randomly on table.
(iv) Hold the largest cylinder with hand compares with others
and put it on the center of the table.
(v) Take the slightly shortest cylinder compare with others;
put it carefully without any mistake at the top of the first
cylinder on the middle of it.
(vi) Repeat it until all cylinders finished and tower build.
(c) Vocabulary
(i) Large, small
(ii) Large, larger, largest
(iii) Small, smaller, Smallest
(iv) Thick, thin
(v) Thick, thicker, thickest
(vi) Thin, thinner, thinnest
(vii) Tall, short
(viii) Tall, taller, tallest
(ix) Short, shorter, shortest
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5. How does Montessori program help develop tactile?

In Tactile sense child learns to perceive his world via touch. For young children, the
sense of touch is a key to understanding the world around them. Encourage touch
and exploration, discussing what your child is touching. Is it "rough" or "smooth"?
Is it "bumpy" or "silky"? Use rich descriptive words that will teach your child the
language to describe what he feels. It is to be remembered that these games are of
the greatest importance in the method, because upon them, in union with the
exercises for the movement of the hand, we base the acquisition of writing.

Tactile Exercises are divided into four classifications:

Sense Classifications Different Exercises

Exploring Textures: Touch Board, Touch Tablets, Touch the
Fabric
Tactile Sense Exploring Weight: Baric Tablets
Exploring Thermic Bottles, Thermic Tablets
Temperatures:
Exercises of Sorting Trays, Mystery Bags, Puzzle Maps,
Stereognostic Sandpaper Globe
Sense:

How Montessori program help to develop Tactile Sense

In Montessori program, materials such as the Rough and Smooth (Touch) Boards,
Touch Tablets, and Fabric Box are some of the first touch materials that child will
use. Look for fabric, wood, different grades of sandpaper, different types of paper,
and other materials that help your child learn about the language and explore the
experience of touch.

(1) Exploring Textures: Touch Tablets

(a) Materials. One box having five pairs of wooden tablets with
gradations of roughness. A blindfold.
(b) Procedure
(i) Take out two to three pairs with greater contrast and put
it on the table.
(ii) Mix them and then pick one tablet at a time feel it in
hand, lightly stroke it and then put aside.
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(iii) Tell the child “I am going to find the one which is just like
this”.
(iv) Find the other tablet and put it with previous one. Allow
child to feel the similarity.
(v) Repeat this exercise with all the rest tablets. Now again
repeat this exercise while using blindfold. Now again mix the
tablets and allow child to do this himself.

Here child learn a tactile sense to differentiate between rough and smooth.
The blindfold will help the child to focus on his attention upon one sense.
Children learn the vocabulary by three period-lesson. Vocabulary: rough and
roughest. Directress plays five memory games with the child.

(2) Exploring Weight: Baric Tablets

(a) Materials. Three separate boxes having six to eight wooden
tablets. Each set is a different weight, color and wood from each other.
Tablets are however same in shape and size. A blindfold.
(b) Procedure
(i) Bring two boxes on table which contains heaviest and
lightest tablets.
(ii) Directress shows the child how to hold the tablet in palm
of a hand.
(iii) Feel the heaviest tablet and also let the child to feel it.
After that child can handle the tablet himself. Now again repeat
this exercise while using blindfold.

Here child learn a tactile sense to differentiate between the weights and later
on for mathematics. The blindfold will help the child to focus on his attention
upon one sense. Children learn the vocabulary by three period-lesson.
Vocabulary: Heaviest and lightest. Directress plays five memory games with
the child.

(3) Exploring Temperature: Thermic Bottles

(a) Materials. Four pairs of metal containers, each pair containing
water at various temperatures. Bottle Pair 1: 37°(Room temperature),
Bottle Pair 2: 27°(tap water), Bottle Pair 3: 17°(Refrigerated water),
Bottle Pair 4: 47°(warm water), Cool refrigerator water, tap water.
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(b) Procedure
(i) Directress prepares bottles.
(ii) Take out first set of bottles have the child feel the bottles
one at a time. Tell the child that “I am finding the bottle which
has the same temperature”. Put bottles in a line and let the child
take the bottles and feel it.
(iii) Repeat with second set, third and fourth. Mix them and
line up and let the child do it by himself under directress
supervision.

Here child learn a tactile sense to differentiate between different temperatures.

Children learn the vocabulary by three period-lesson. Vocabulary: Hot and cold.
Directress plays five memory games.
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6. Prepare material of smell bottles and mystery bag

(1) Smell Bottles material for excercise

Picture 1: (things to be used)

6 different colors bottles having holes upward
3 different smells bottles

Picture 2: (A baby cologne, perfume and nail polish remover smells)

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Picture 3: smelly cotton balls are ready to put into the bottles, every two cotton balls are
with same smell

Picture 4: (Cotton balls are in bottles)

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Mystery Box material for excercise

Picture 5: Mystery bag

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Picture 5: Things inside Mystery Bag