MANAHIL NAEEM

ROLL# D14413

QUESTION # 1

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 aim and importance of sensorial exercises
are for the child to acquire clear conscious
information and to be able to make then
classifications in the environment. The child is a
sensorial explorer.
Through the classification the child is also
offered the first steps in organizing his
intelligence, which then leads to adapt
environment.
DIFFERENT GROUPING IN SENSES
Sensorial exercises were planned to cover every
quality which define senses such as size, shape,
composition, texture, loudness or softness,
matching, weight, temperature etc. because
these exercises cover such a wide range of
senses, Montessori categorized the exercises
into eight different groups
 Visual sense:
in this exercise child learns how to visually
discriminiate differences between similar objects
and different objects.
 Tactile sense:
In these exercises, child learns through his
sense of touch. This allows the child to really
concentrate on what he is feeling, through a
concentration of a small part of his body.
Under the tactile senses exercises we have
1. Exploring texture
2. Exploring weight
3. Exploring temperature
4. Stereognostic sense
 Auditory exercises:
Appropriate interaction with sounds, music, and
rythem leads to the development of not just the
hearing sense, but also contributes to their
overall progress greatly .we should provide the
child with lots of opportunity to listen to speech,
music and sound.
 Olfactory and gustatory:
These exercises are interrelated. In these
exercises child is given the foundation to hi
smelling and tasting expedition respectively.
So, the sensorial exercises play a vital role in a
child’s development.
QUESTION # 2

‘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’
-Maria Montessori.
STEREOGNOSTIC SENSE is the combination
of tactile sense and muscular memory. It is the
sense to recognize an object just by feeling it.

How to develop:
We can develop stereognostic sense in a child
by the help of some exercises through which he
can distinguish several objects easily without
seeing them and just by judging them with the
image in their brain that gets by touching it with
hands.
Exercises include:
 Sorting trays:
In this exercise a child is given a tray having 2
to 3 empty bowls and 1 bowl of different items
or objects in it. After this a child have to
separate all these items into separate bowls.
By feeling them.
As the childs eye is covered with a blind fold so
that he cannot see it.
In this way a child can separate all the items
correctly just by feeling them.
Further we can introduce the names of seeds
and grains to the child.
This activity can be performed with a child lying
in age 3 ½ to 4 years of age.as this time period
is the sensitive period of a child for
stereognostic sense.
By this activity a child practice using the
stereognostic sense by sorting mixed objects
without seeing them.
 Mystery Bag:
In this activity a child is provided a mystery bag
which is mainly made of colored cloth. In this
bag there should be 5 to 6 different objects
having different size, texture, width, and color.
This game can be played with one child or group
of children.
Now take all the objects out of a bag one at a
time and let the child feel them by handling
them.when the children are familiar with the
objects the objects should be placed back inside
the bag and tell the child to put his hand inside
and hold an object and try to tell what is it by
handling and feeling its texture i.e, soft, fluffy,
hard, round, sharp etc.
By this activity their stereognostic sense
sharpens.
QUESTION # 3

:
Three period lesson is used for teaching new
words to the children.in this method we teach
both the names of materials and the names of
the qualities.
This method is divided into three steps, which
makes language absorption easier for the child.
STEPS:
 Period 1: naming period.
in this period we introduce names of several
objects to a children.by saying “this is a ------
several times so that a child can memorize it
easily and it can sit in the back of his mind.
 Period 2: recognition and association
period:
In this period we let the child to identify and point
out the object which we asked for, by saying
“show me ----- this period should be extended
and the directress should spend more time in this
period.
As, in nature’s law the child learns to point out
things before he begins to say the names of
things.
 Period 3: pronouncing period:
Once we are sure that the child can name the
object. We should challenge the child to name
the object himself by saying “what is this”. Then
the child should respond to it.
GRADING:
we can use this three period lesson for grading
degrees ( positive, comparative, superlatives)
for example:
1. using first period : this is big
2. using second period: show me big
3. using third period : what is this.
Similarly we can use this method for
comparatives and superlatives respectivey.
i.e.(bigger, biggest)
MEMORY GAMES:
Memory games should be introduced to children
before or after three period lesson, depending on
types of games.
Games can be:
 matching at a distance
 grading from a distance
 stereognostic
 material to the environment
these games can be helpful in many ways.
These games can :
 rejuvenate the child’s interest
 revising already known materials
 making classifications
 assimilation of concepts
 motive of discovery
 help directress to verify child’s language.
QUESTION # 4

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.
Block 1: The cylinders vary in two dimensions:
The diameter increases from 1cm to 5.5cm, the
height remains constant at 5.5cm.
Block 2: The cylinders vary in three dimensions:
The diameter increases from 1c, to 5.5cm, the
height increases from 1cm to 5.5cm.
Block 3: The cylinders vary in three dimensions:
The diameter increases from 1cm to 5.5cm, the
height decreases from 1 cm to 5 cm.
Block 4: The cylinders vary in one dimension:
The diameter remains the same. The height
increases from 1cm to 5.5cm.

(b) Exercise

Take consent of a child.

The directress begins exercises with holding the
knob of the first cylinder.
Remove and place it on the table without making
any noise. When she is done, she will select the
largest and return it to its place it to its
appropriate hole without making any noise.
After doing block 1, then he should be presented
with 2, 3 blocks.
After completing her presentation, she will ask
children to do the exercise

(c) Vocabulary

Block 1: Thick and Thin

Block 2: Large and Small
Block 3: No language because no dimension is
isolated
Block 4: Tall and Short. The positives,
comparatives, and superlatives.
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

Select a mat and spread it on the floor.

Take the consent of the child.
If the directress is right handed, the child should
stand on the left side of her.
Hold the largest cube and move it closer to other
cubes and figure out the sizes of the cubes.
Place the biggest one on the mat and then look
for the second biggest.
Place second biggest cube on the biggest one.
Compare and place all the remaining cubes in
the same way.
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

Cube
Large, small
Large, larger, largest.
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
Select a mat and spread it on the floor.
Mix the prisms on the floor but make sure they
are not touching each other.
Hold the largest prism and compare it with others
and make sure that you are holding largest and
thickest one.
Place it towards the far left side of the mat in
such a way that square side of the prism is facing
towards you
Find the second thickest prism and compare it
with other. Bring it closer to the largest one and
push it towards largest one and there must not
be any space between these two.Continue to
arrange rest of the prisms.

(c) Vocabulary

Prism
Broad, narrow
Broad, broader, broadest
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

Place all rods horizontally and randomly on it.

First hold the smallest rod with both hands
compares with others and put it on the left of the
mat.
After that, take the slightly longer rod compare
with other rods; put it carefully without any
mistake aside of first rod.
Repeat it until all rods finished.
The shortest rod near to the directress and the
longest rod farthest on mat.

(c) Exercise-2

Directress arrange the rods as in exercise 1.

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

Long, short
Long, longer, longest
Short-shorter-shortest
(5) The Knobless Cylinders

(a) Material.
Yellow Cylinders (Big-Small) Vary in height-
diameter
Green Cylinders (Deep-Shallow) Vary in height-
diameter
Red Cylinders (Thick-Thin) Vary in diameter
Blue Cylinders (Tall-Short) Vary in height

(b) Exercise

Directress use table or mat for this.

Teach the child how to open the lid of the box of
cylinders.
Place all cylinders randomly on table.
Hold the largest cylinder with hand compares
with others and put it on the center of the table.
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.
Repeat it until all cylinders finished and tower b
(c) Vocabulary

Large, small
Large, larger, largest
Small, smaller, Smallest
Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest
Tall, short
Tall, taller, tallest
Short, shorter, shortest

QUESTION # 5

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

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

Take out two to three pairs with greater contrast

and put it on the table.
Mix them and then pick one tablet at a time feel
it in hand, lightly stroke it and then put aside.
Tell the child “I am going to find the one which is
just like this”.
Find the other tablet and put it with previous one.
Allow child to feel the similarity.
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 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.

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

Bring two boxes on table which contains

heaviest and lightest tablets.
Directress shows the child how to hold the tablet
in palm of a hand.
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.

(b) Procedure

Directress prepares bottles.

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.
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 with the
child.