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ASSIGNMENT MODULE 3

EXERCISES OF SENSORIAL
DEVELOPMENT

Prepared by:

Name: Rama Ali

Roll No: DK-2059
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Question 1:

Write a comprehensive note on the importance of Sensorial exercises.

Answer 1:

Sensorial word is derived from the word sense. Human being comes in this word with
the gift of senses from God among many other gifts. There are five basis senses which
are visual sense (seeing), tactile sense (touch), auditory sense (hearing), gustatory
sense (taste) and olfactory sense (smell). Children possess same sensory process as
adults but the main difference is that they have sensation but don’t have perception.
Sensation is the input about the environment received through use of senses whereas,
perception is the process by which brain interprets these sensations. Sensorial
exercises are those exercises which help the children to improve their ability to
understand and interpret these sensory inputs so that they can interact and
communicate more effectively with their environment.

Importance of Sensorial Exercises:

Modern studies have proved that during the early age of 0 to 6 years, nervous system of
children is rapidly developing and it will be easier for children to excel their sensory
process and to sharpen their abilities to understand the signals which they receives
from environment. Through these sensorial exercises, child become able to classify the
things around him which then help him in increasing his intelligence and to adopt the
environment around him. Children in their early years concentrates fully on the
refinement of all their senses. Children are also called the “Sensory Explorer. If they are
not taught how to improve their sensorial skills, it will be very difficult for their later to
understand and improve these skills. So, Montessori is the best place where children
can work on their sensorial abilities through different sets of exercises designed after
detailed study by Dr. Maria Montessori and which are devised to help children to use
their senses more effectively and efficiently.

Dr. Maria Montessori was to first to realize the importance of sensorial exercises and
introduced a subject called “Sensorial” where she designed different activities and
materials to help children in sharpening their sensorial abilities. Dr. Maria was greatly
influenced by the ideas of Jean Itard and Eduoard Seguin. She took the idea of
introducing didactic materials and the three period name lessons to the child in
Sensorial curriculum from Seguin. She also took the idea of isolating one sense and
highlighting it through one presentation from her predecessors.

Montessori material are specially designed for improving any specific sense. There are
exercises which focusses on developing the visual sense. These exercises help
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children in visual distinction by helping them to recognize differences in dimensions,

shape, size, length and width. These activities include cylinder blocks, pink tower,
Brown stairs and Red rods. Color boxes also enable children to differentiate between
different colors.

Auditory sense of children enhanced when they become capable to differentiate

between different intensities of sounds using exercise like sound cylinders and Bells.
Tactile sense of children can be improved from exercises like Touch Boards and Fabric
Feel which help them to improve their sense of touch and to differentiate between two
textures.

Exercises like Food preparation and testing helps children to improve their gustatory
sense which help them differentiate between different tastes (i.e. sweet and sour).
There are also exercise which focusing on improving the olfactory sense of children
through exercises like Scent bottles which help children to differentiate between
different smells.

These exercises can help the children to develop exceptional intellect and knowledge. It
is important to note that children should be active observer instead of passive observer
so that they can obtain full benefit of these exercises. During the sensitive period,
children have great abilities to learn things so it is very important for them to improve
their senses so that they can understand the world around them. These sensorial
exercises helps children to develop skills like logic, awareness and perception which
helps them to analyze the environment around them.

It is very important for a child to learn to differentiate and identifying things like
differentiating between different faces, between voices, identifying and recognizing
different objects etc. Receiving inputs from different senses is not enough for children.
They should also be able to perceive and interpret them correctly through sensorial
exercises.
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Question 2:

What is Stereognostic Sense and How Can we develop it?

Answer 2:

Stereognostic sense is the combination of tactile sense and muscular memory. It refers
to the ability to recognize different objects and differentiate between different sizes,
shape, texture and weight without seeing them. Dr. Maria Montessori conducted
detailed study on Stereognostic sense and concluded following;

““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”

The exercises related to Stereognostic sense allow children to identify different types of
objects and materials by feeling them and to enable them to have a mental picture of
those objects and to understand their movements. Developing the Stereognostic sense
in children at early age is as important as developing any other sense. This sense helps
children in discriminating different sizes and shapes by using their sense of touch only
without seeing them. Stereognostic exercises are performed in two phases. First phase
focuses on the ability of the children to identify different objects by touching and feeling
them with open eyes and developing the mental picture in their minds of those objects.
Second phase of these exercises focuses on the ability to recognize those object
without seeing them just by their sense of touch by differentiate between different sizes,
shapes and textures.

Dr. Maria Montessori develop different exercises for sharpening the Stereognostic
sense of children some of which are mentioned below;

 Geometrical Solid
 Mystery bags
 Sorting Trays
 Puzzle maps
 Sandpaper Globe

Let’s discuss some of the exercises in detail;

Geometrical Solid:
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Materials:

 A basket or a tray to contain the geometrical shapes

 Ten geometrical wooden solids in blue as follows;
o Plane surfaces shapes: Cube, Rectangular Prism, Triangular Prism, Square
Pyramid and Triangular Pyramid
o Curved Surfaces Shapes: Sphere, Ovoid and Ellipsoid
o Flat and Curved Surfaces Shapes: Cone and Cylinder
 A cloth to cover the shapes

Presentation:

 Put all the geometrical shapes in the basket or a tray and put it on the child sized
table in front of the child.
 Let the child select 3 to 4 shapes of his interest and then put the selected shapes in
separate tray or basket.
 Cover the shapes with the cloth.
 Put your hand under the cloth in the manner that shapes remain hidden from the
eyes of child and choose any one solid.
 Call out the name of the solid which you believe you are holding like (“I think it is a
cube”).
 Take the solid out from underneath the cloth and reveal it to the child and say (“Yes,
it is a cube”).
 Introduce the child to all the shapes in the exercise.
 Allow the child to repeat the exercise.
 Repeat the exercise until the child become able to guess all the shapes correctly.

Mystery Bag:

Materials:

 An attractive drawstring bag

 Variety of different interesting objects which should already been familiar to the child
(Example may include; toy car, bottle caps, key chains, hair clip, feathers, buttons
etc.)
 A blindfold

Presentation:

 Put all the materials in the drawstring bag and put it on the child sized table in front
of child.
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 Blindfold your eyes and put your hand in the bag to choose one random object to
feel.
 Describe the child loudly about the shape and texture of the selected object and say
“I think I have a ____ in my hand”.
 Remove the object from the bag and ask the child whether it is the same object or
not.
 Repeat the task until all the objects are removed from the bag.
 Untie the blindfold and check visually.
 Invite the child to perform the task.
 Repeat the exercise until child become able to guess all the objects correctly.

Sorting Trays:

Materials:

 Two Trays
 Eight saucers
 Different type of objects like beans, peas, rice, pulses buttons seeds etc.
 A blindfold

Presentation:

 Put two trays on child sized table in front of child.

 Put four saucers in one tray and fill each saucers with different objects as mentioned
above.
 Put four empty saucers in second tray.
 Blindfold your eyes and select any object from first tray and feel it to recognize the
object.
 Guess the object loudly to introduce the name of object to child.
 Put the selected object in the second tray.
 Repeat the exercise until all the objects are transferred from first tray to second tray.
 Unfold your eyes to check it visually.
 Invite the child to perform the activity.
 Repeat the exercise until child become able to guess all the objects correctly.

(Note: This activity can be modified to make it more complex at later stage by mixing all
the objects in single saucer and then let the child to separate the items in to different
saucers.)
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Question 3:

Write a note on Three Period-Lesson and Memory Games.

Answer 3:

Three Period Lesson:

Three period lesson is used throughout the Montessori by directresses to introduce new
concepts and ideas to students easily. The main purpose of Three Period Lesson is to
increase the children’s vocabulary. Three Period Lesson helps the children not only to
learn new words but also about the qualities of that objects (Positive, Comparative and
Superlative). It is important to note that Three Period Lesson should be given only after
child had much experience with the object and he became familiar with it.

Three Period Lesson is based on these three periods;

 First Period - Naming Period

 Second Period - Recognition and Association Period
 Third Period - Pronouncing Period

Naming Period:

In first Period, teacher arrange three object with different characteristics and place them
on the mat with distance among them in front of the child. The directress touch each
object one by one and feel the object thoroughly and then put them back on the mat.
Teacher then asked the child to do the same so that the child also get familiarize with
the object. After this, the teacher put her fingertip on each object one by one and call
out the name of that object clearly. After calling out the name of all objects, the teacher
will repeat the name of all object to reinforce.

Recognition and Association Period:

In the second period, teacher test the students whether they are familiar with the objects
and can identify the objects by their names. For this, teacher calls out the name of each
object one by one and request the student to point out that object by putting their finger
on it. For example teacher will ask “Can you please tell me where the square on the mat
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is?”. It is important to note that it is better that teacher should rearrange the objects on
the mat

Pronouncing Period:

In Third period, teacher test the child whether he can name the object on his own after
recognizing it. For this, Teacher point out at the objects on the mat one by one and ask
the child to name it by questioning “Can you please tell me what is this?”. The child then
answers that “It is a square”. If the child cannot callout the name of the object correctly,
repeat the first and second phase until the child excel in this skill.

The Three Period Lesson consist of Three Grading Lesson. The purpose of these
grading is to introduce the child with the adjectives or qualities of objects which include;

 Positive,
 Comparative, and
 Superlative

Examples of three grading in three period are as follows;

First Period Second Period Third Period

Positive This is a small Show me the small What is this?
square square
Comparative This square is Show me the square Which square is
smaller than this which is smaller than smaller?
this square
Superlative This square is Show me the smallest Which square is the
smallest square smallest?

Memory Games:

It is the nature of children to lose the interest in object or activity when it became familiar
to them. Memory games deals with this problem. It helps in redeveloping the interest of
children in those objects and activities which they already know. These exercises can
be introduced to students before and after Three Period Lessons. Memory Games aims
at motivating the children to develop variations in objects.

It is necessary for the children to revise their lesson again and again so that they will not
forget their lesson but this can be boring for student to revise it again and again.
Memory Games helps students to revise their lessons which they already know without
getting bored and on the same hand developing the variation in materials. This will also
assure the longer absorption of activity by child.

Examples of Memory Games are as follows;

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1. Matching a Distance:

In this exercise, teacher places two tables or two mats with a distance. Directress takes
a pair of similar objects and put one on each table. The teacher then select one of the
object from one table and invites the child to touch and feel that objects. The teacher
then asked the child to take the same object from second table to match the pair. The
exercise continues till all the pairs are matched.

2. Grading from a Distance:

This exercise can be done in two ways;

 From an extreme
 From a midpoint

- From and Extreme:

In this exercise, teacher places two tables or mats at some distance from each other.
She then places the grading objects like boxes of Pink tower randomly on any one
table. The teacher then selects the extreme (i.e. largest or smallest) block from the table
and then put it on the other table. Teacher asked the child to pick the block which is
smaller than the largest block and place it next to the largest one the second table.
Continue the exercise until all the blocks are transferred to second table in correct
sequence.

- From a Midpoint:

This exercise is performed in the same manner as mentioned in above exercise except
the thing that here, teacher selects the block which is near the middle size and then ask
the child to select the next size which may be up or down.

3. Stereognostic:

This exercise is performed with a group of students who are sitting around a circular
table. The teacher hands over the material in the hands of each child. The teacher may
give the blocks of pink tower to each child. The children hold the cube behind their back
in such a way that they can only feel the cube but cannot see them. The teacher then
ask the children to place the largest block on the table. Children then feel the cube in
their hands and judge the size of the cube then place the largest cube on the table. The
exercise then continue from largest to smallest until all the cubes are placed on the
table in correct order.

4. Materials to the Environment:

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In this exercise, directress places a mat on the floor and put materials of different colors
on the mat (materials may be colorful beads, tablet, geometrical shapes, buttons etc.).
The teacher then select one of the color and ask the child to identify anything in the
environment of the same color or similar shade. Teacher repeats the exercise for all
colors.

5. Environment to the Material:

This game is played in the same manner as mentioned in previous game but the
difference is that here teacher identify something in the environment (like color of
curtains of shelves) and then ask the child to select the material from the mat whose
color or shade match with the identified object.
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Question 4:

Explain all exercises briefly in chapter 4.1 Exploring Dimension. Make

illustrations/diagrams and mention vocabulary also.

Answer 4:

Exploring dimensions comes under the category of visual exercises. These exercises
help children to differentiate between objects with same shape and color but of different
length, width, height and thickness. Exploring dimension is an important part of
sensorial development. Dr. Maria Montessori discover different exercises to develop the
skill of exploring dimension in children which includes following;

1. The Cylinder Blocks

2. The Pink Tower
3. The Board Stairs
4. The Long Rods
5. The Knobless Cylinders

Let’s discuss each exercise in detail.

1. The Cylinder Blocks:

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Materials:

 Four finely polished wooden blocks with ten cylinders each (total 40 cylinders).
 Each cylinder should have knob over it to hold it easily.
 Cylinders should be differ each other in following manner;

- Wooden Block 1: All 10 cylinders of block 1 vary in diameter by 0.5 cm ranging

from 1cm to 5.5 cm and the height remains constant at 5.5 cm.
- Wooden Block 2: All 10 cylinders of block 2 vary in diameter by 0.5 cm ranging
from 1cm to 5.5 cm and the height also vary by 0.5 cm increases from 1 cm to
5.5 cm.
- Wooden Block 3: All 10 cylinders of block 3 vary in diameter by 0.5 cm ranging
from 1cm to 5.5 cm and the height also vary by 0.5 cm decreasing from 5.5 cm to
1 cm.
- Wooden Block 4: The diameter of all 10 cylinders are same and the height vary
by 0.5 cm increases from 1 cm to 5.5 cm.

Presentation:

 The directress should first start the exercise by using only wooden block 1.
 Teacher should place the wooden block 1 on the child sized table in front of child.
 The child should stand on the left side of the teacher for visual clarity. If the teacher
is left handed, child should stand on other side.
 The teacher should start by removing the biggest cylinder from the wooden block by
holding its knob carefully by using the first two fingers and a thumb of right hand.
 Teacher should ensure that cylinder is removed without making any noise and put
the cylinder gently on the table.
 Teacher should repeat the exercise until all the cylinders are removed from the
wooden block.
 Teacher then select the largest cylinder from the table in the same manner as
mentioned above and put it back in the wooden block in its appropriate hole gently
without making any noise.
 Teacher put backs all the cylinders In the same manner.
 Teacher then invites the child to repeat the exercise.
 Once child become master in doing this exercise with wooden block 1, introduce him
the same exercise using wooden block 2, 3 and then 4.
(Once child become able to perform this exercise with all wooden blocks, teacher
can make this exercise more complex by practicing with 2 wooden blocks at a same
time which then proceeds to 3 and 4 wooden block at a time.)

Vocabulary:
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- Block 1 and 2:
Large and Small
Large – larger – largest
Small – smaller - smallest

- Block 3:
Thick and Thin
Thick – thicker – thickest
Thin – thinner – thinnest

- Block 4:
Tall and Short
Tall – taller – tallest
Short – shorter – shortest

Deep and Shallow

Deep – deeper – deepest
Shallow – shallower – shallowest

2. The Pink Tower:

Materials:

Ten solid wooden blocks painted with pale pink color the size of which ranging from 1
cubic centimeter to 1 cubic decimeter. Plain finely varnished wooden blocks can also be
used. In case of colored blocks, strong pink color should be avoided as it can distract
the child.
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Presentation:

 Roll out the mat on the floor and put all the blocks on the mat in front of child.
 Select the biggest cube and bring it closer top other cubes to compare the size with
other blocks.
 Now put the biggest block on the floor.
 Select the block which is smaller than the biggest block and compare it with the
other blocks
 Place it above the biggest block right in its center carefully. Make sure the block is
placed right in center otherwise the tower will not build straight and may fall on the
child.
 Place both hands on the sides of the biggest block and move the hands upward
aside the tower such that the hands joins on the top of the tower. This will show the
child that the tower is gradually become narrower.
 Invite the child to perform the activity by himself.
 Once the child become expert in this exercise, teacher then modifies the exercise to
help the child identify the difference between sizes of blocks.
 In exercise 2, teacher makes the tower of the block in the same way as mentioned
above except for the thing that now the blocks are placed at the corner of the blocks
instead of placing it in the center of blocks as mentioned in above exercise.
 The smallest cube first place at the top of the bottom cube and with the help of index
finger pushed it to the top of tower.
 In exercise 3, blocks are placed horizontally on the table instead of vertically. In this
exercise, biggest block is paced on the right side and then the smaller blocks are
placed carefully in the center of the previous block.

Vocabulary:

Cube

Large and Small

Large – larger – largest

Small – smaller – smallest

3. The Board Stairs:

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Materials:

 Mat or a table
 Ten wooden rectangular prism all having same length of 20 cm but varying in height
and width ranging from 1 cm to 10 cm.

Presentation:

 Roll out a mat on the floor and put all the prisms on the floor randomly with some
distance between them.
 Picks up the largest and thickest prism with both hands from the mat, bring it closer
to other prisms to ensure that selected prism is the largest and thickest.
 Now put the selected prism on the far left side of the mat in such a way that the
square side of the prism faces towards the teacher.
 Pick up the second largest and thickest prism, compare it with other prisms and then
place it next to the largest prism carefully in such a way that there isn’t any space
between them.
 Continue the exercise until all the prisms are arranged horizontally to build stairs.
 Pass your hand from largest and thickest prism to the smallest and thinnest to
reinforce the difference in height and width of all prisms.
 Invite the child to repeat the exercise in the same manner.
 Once child become master in this exercise, teacher can extend the exercise by
using board stairs and pink tower simultaneously.

Vocabulary:

Prism

Broad and Narrow

Broad – broader – broadest

Narrow – narrower – narrowest

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4. The Long Rods

Materials:

 A mat
 Ten wooden rods painted with red color that are equal in height and width but
varying in length by 10cm ranging from 10 cm to 100 cm

Presentation:

 Rolls out the mat on the floor and place all the rods randomly on the mat.
 Picks up the shortest rod using first finger and thumb of right hand and bring it closer
to other rods to ensure that shortest rod is selected.
 Place the selected rod to the lower left corner of the mat.
 Select the next rod which is slightly longer than the previous rod and place it
carefully on the side of the first rod.
 Repeat the exercise until all rods are finished.
 Invite the child to perform the task.

Vocabulary:

Rod
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Long and Short

Long – longer – longest

Short – shorter – shortest

5. The Knobless Cylinders:

Materials:

 A table or a mat
 Four sets of 10 wooden cylinders of different colors all places in wooden boxes of
their respective colors. Each set of wooden cylinder should be as follows;
o Yellow Cylinders: These 10 cylinders vary in height and diameter in such a
way that the widest cylinder is the tallest of all.
o Green Cylinders: These 10 cylinders vary in height and diameter opposite to
the yellow cylinders in such a way that the widest cylinder is the shortest of
all.
o Red Cylinders: These 10 cylinders are same in height but vary in diameter.
o Blue Cylinders: These 10 cylinders are same in diameter but vary in height.

Presentation:

 Place all four wooden boxes on child sized table in front of the child.
 Teach the child how to open the lid of the wooden boxes.
 Place all 40 cylinders on the mat randomly.
 Picks up the largest cylinder and bring it closer to other cylinders on the mat to
ensure that the selected cylinder is the largest.
 Put the selected cylinder on the center of the mat.
 Select the cylinder which is slightly shorter than the previous one and place it in the
center of the top of previous cylinder carefully.
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 Repeat the exercise until all the cylinders are properly placed and a tower is built
from cylinders.
 Invite the child to perform the exercise.

Vocabulary:

- Yellow and Green Cylinders:

Large and small
Large – larger – largest
Small – smaller – smallest
- Red Cylinders:
Thick and Thin
Thick – thicker – thickest
Thin – thinner – thinnest

- Blue Cylinders:
Tall and Short
Tall – taller – tallest
Short – shorter – shortest

Deep and Shallow

Deep – deeper – deepest
Shallow = shallower – shallowest
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Question 5:

How does the Montessori program help develop Tactile Sense?

Answer 5:

Tactile sense refers to the ability of a child to recognize the world around him by using
his sense of touch. By touching different objects in his environment, he develop an
understanding of the world around him. Montessori program aims at developing the
tactile sense of children by encouraging them through various exercises to touch and
explore different objects in a safe and children friendly environment and also help them
to understand different attributes of those objects by using different adjectives like big or
small, rough or smooth etc.

Tactile exercises are divided in to four types of categories;

Classification Types of exercises

Exploring textures Touch Board
Touch Tablets
Touch the Fabric
Exploring weights Baric Tablets
Exploring temperatures Thermic Bottles
Thermic Tablets
Exercises of Stereognostic Geometrical Solid
sense Sorting Trays
Mystery Bags
Puzzle Maps
Sandpaper Globe

Let’s discuss some of the exercises mentioned above, in detail;

1. Touch the Fabric (Exploring Textures):

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Materials:

 A table
 3 boxes, each with 8 to 10 pairs of hemmed, clean and well pressed fabrics which
are cut in same size as follows;
 Box 1: 8 to 10 pairs of fabric made of natural materials like silk, cotton, wool
etc.
 Box 2: 8 to 10 pairs of fabric made of coarse material like corduroy, denim
etc.
 Box 3: 8 to 10 pairs of fabric made of fine material like chiffon, satin, organdy
etc.
 A blindfold

Presentation:

 Place a child sized table in front of the child and put the boxes on the table. (For
simplicity, work with only Box 1 in first stage)
 Sansitize your hands and hands of child.
 Teach the child how to remove the lid of the box.
 Select two to three pairs of fabric that has different textures from the box and place
them on the table.
 Feel the fabric using your finger and thumb of right hand. Feel only one of each pair
of fabric.
 Change the hand and feel the fabric in same way.
 Invite the child to also feel the fabric as mentioned above.
 Repeat the same for rest of the fabrics.
 Mix all the fabrics and put it above the table in a pile.
 Select one fabric from pile with your eyes closed with a blindfold and feel the fabric.
 Now select another fabric from pile and feel both fabrics one in each hand.
 Switch the hands to feel the same fabric.
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 If the fabric matches the previous one then put them on the left of the file. Otherwise,
put it back in a pile.
 Repeat the exercise until all the pairs are matched.
 After completing the exercise, remove the blindfold and check whether all the pieces
are paired correctly.
 Invite the child to do the same.
 Once child become expert in working with box 1, introduce him to box 2 and then
box 3.

This exercise help children in differentiating between different textures of fabrics. Use of
blindfold also increase his stereognostic sense. This exercise will also improve the
vocabulary of children as they learn about different fabrics.

2. Baric Tablets (Exploring Weights):

Materials:

 A table
 3 boxes with six wooden tablets each. Each set of tablet should be different in
weight, color and type of wood from each other but the shape and size should be
same.

Presentation:

 Put child sized table in front of the child.

 Put two boxes one containing heaviest tablets and other containing lightest on the
table.
 Teach the child how to put his hand with straight palm slightly above the table in
such a way that it will not make his nerves numb.
 Take tablets of both boxes out of the box and place them in a pile in front of their
respective boxes.
 Select one of the baric table and put it on your finger tip.
 Select other tablet of different weight and put it on the finger tip of other hand.
 Feel the difference in weight with your eyes closed.
 Tell the child that they are different in both its look and in weight also.
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 Invite the child to feel the difference in the same way.

 If the child identify the difference then continue with the exercise otherwise continue
with exercise on some other day or time.
 Introduce to the child two of the heaviest tablet at a time to show that they are same.
 Now take out all the tablets from the boxes, mix them in two different but equal piles.
 Ask the child to feel two tablet from the piles at a time and tell whether they are
different or same.
 Separate the tablet according to their weights one by one and make them pair.
 Repeat until all the tablets in the piles are pairs correctly according to their weight.
 When child become expert in doing exercise with two boxes, introduce three at a
time.

This exercise help students to differentiate between different weights based on their
sense of touch only. They also learn about the names of different objects and their
qualities like heavy heavier heaviest, light lighter lightest.

3. Thermic Bottles (Exploring Temperatures):

Materials:

 A table
 Four pairs of metal bottles each containing water at different temperatures as
follows;
o Bottle Pair 1: Water at 37° (Room Temperature) Mark the top of one of this pair
with pink dot
o Bottle Pair 2: Water at 27° (Tap Water)
o Bottle Pair 3: Water at 17° (Refrigerated Water)
o Bottle Pair 4: Water at 47° (Warm Water)
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Presentation:

 Put the child sized table in front of the child.

 Put the pair of bottle on the table (Use one pair of bottle at a time)
 Feel the temperature of each bottle in a pair by wrapping your palm around the
bottle one by one.
 Allow the child to also feel the temperature of the bottles.
 Line them up on the table.
 Repeat the exercise with all pairs of bottles one by one.
 Mixes all the bottles and allow the children match them by feeling them
independently.

This exercise help students to learn in differentiating between temperatures by touching

the objects without seeing them. They also learn name of different object and their
qualities like hot hotter hottest, cold colder coldest, warm warmer warmest etc.

4. Mystery Bags (Stereognostic Sense):

Materials:

 An attractive drawstring bag

 Variety of different interesting objects which should already been familiar to the child
(Example may include; toy car, bottle caps, key chains, hair clip, feathers, buttons
etc.)
 A blindfold

Presentation:
24 | P a g e Rama Ali – DK 2059

 Put all the materials in the drawstring bag and put it on the child sized table in front
of child.
 Blindfold your eyes and put your hand in the bag to choose one random object to
feel.
 Describe the child loudly about the shape and texture of the selected object and say
“I think I have a ____ in my hand”.
 Remove the object from the bag and ask the child whether it is the same object or
not.
 Repeat the task until all the objects are removed from the bag.
 Untie the blindfold and check visually.
 Invite the child to perform the task.
 Repeat the exercise until child become able to guess all the objects correctly.

This exercise helps students to develop their Stereognostic sense by touching the
object without seeing them. They become able to differentiate between different objects
based of their size and shape and also learn name of different objects and their
qualities.

Question 6:

Prepare material of Smell Bottles and Mystery Bag and Send it along with your
assignment papers.

Answer 6:

Kindly see the video attached with this assignment for presentation of Smell Bottles and
Mystery Bag.