Module – 3

Myida binte Majeed

DK2306
Question No 1:
Write a comprehensive note on the importance of sensorial exercises.
Answer
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
2. Tactile Sense
3. Baric Sense
4. Thermic Sense
5. Auditory Sense
6. Olfactory Sense
7. Gustatory Sense
8. Stereo gnostic Sense
Visual Sense:
In this exercise child learns how to visually discriminate differences between
similar objects and differing objects.

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.

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.

Thermic Sense:
In this exercise child works to enhance his sense of temperature.

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.

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.

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.

Stereo gnostic 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.
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.

Question No 2:
What is stereo gnostic sense and how can we develop it?
Answer:
Stereo gnostic sense is the ability to perceive and understand the form and nature of
objects by the sense of touch.

Stereo gnostic Sense:

The stereo gnostic sense exercises enable the child to develop concepts by feeling
objects and making recognition based on the feeling. The exercises include also
movement of the hand and arm around the object, creating an impression of movement
as added to the sense of touch, resulting in what is known as muscular memory. This is
the knowledge derived from the recognition of the movements made. The Montessori
materials and exercises used in the stereo gnostic sense are Geometric solids, Mystery
bags, Sorting Trays, Puzzle maps, and Sandpaper Globe.

How to develop Stereo gnostic Sense:

The development of the Stereo gnostic sense is an important part of the child’s
work in the sensorial area. Just as important as any of the other of senses, the stereo
gnostic sense allows the child to discriminate size and shape through the use of touch.
The use of this sense allows the child to have a mental picture through the use of touch
and movement. Once the child knows how to feel the object in the hand and is familiar
with it, the objects are then used with the blindfold. In addition to using our sense of
touch to determine texture and weight, our sense of touch can also provide information
about size and shape.

Exercises for Stereo gnostic Sense:

 Below are few exercises that can be used to enhance this sense. The directress
needs to do all these exercise in front of the child herself. The stereo gnostic activities
are first done with eyes open and then by using blindfold. But try not to force children to
use blindfold. By doing very simple but interesting exercises we can start developing
strong stereo gnostic sense.

Mystery Bags:

 A bag that has a drawstring to hide the contents.

 Fill that bag with amazing contents such as tiny pebbles, glass marbles, soft feathers,
wooden blocks, ribbon, spoons, key, small cars, etc. and anything else you find
interesting.
 Child look all these objects, feel them by touching via hands. Introduce names of each
item.
 Then closes his eyes or used blindfold, put his hand in the bag feel the object and
named it and then takes it out from the bag.
 Then open his eyes and sees what it is.

Sorting Trays:
 A tray having four or more saucers.
 Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc.
separately.
 Another tray of same quantity of saucer but empty.
 Child first checks all these things by their hands and feels them. And then put each
item in the second tray’s saucer separately. Introduce names of each item.
 Then child closes his eyes or used blindfold, again feel the items, named it, and then
put it into the second tray.
 Then open his eyes and sees how perfectly he done.
 It can also be done by changing this exercise as by mixing all these items in one bowl
and child needs to separate them in different saucers.

Puzzle Maps:
 A puzzle map of Pakistan and a Globe.
 Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.
 Show the child a globe and the complete map of Pakistan. Show the child where is
Pakistan in the Globe. After that put that globe aside.
 Focus on puzzle.
 Child point out the outline of each province and named the province.
 Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

Sandpaper Globe:
 A world Globe with land areas covered with sandpaper and water are with blue
paint.
 Child holds the globe and calls its name.
  Child point to the sandpaper area and says “This is land”, the point to blue area
and say “This is water”.
 Feel another area on the globe and repeat where land is and where water is.

These are great group and individual exercises that children can play anywhere.

Question No 3:
Explain all exercises briefly in chapter 4.1 Exploring Dimensions. Make
illustrations/diagrams and mention vocabulary also.
Answer:
Exploring Dimensions:
Exploring dimension is a basic division of Visual sense. In these exercises child
can differentiate between objects which have similar shapes and color but different in
length, width, height and thickness. Below are the few exercises:

1. Cylinder Blocks
2. Pink Tower
3. Broad Stairs
4. Long Rods
5. Knob less Cylinder

Cylinder Blocks:

Materials:
Four finely polished wooden blocks each having ten cylinders. Cylinders have
knob to hold.

Block 1 Block 2 Block 3 Block 4

Cylinders Cylinders Cylinders Cylinders
 Vary in height, Vary in height, Same height of Same diameter
length and length and 5.5cm of 2.5 or 3 cm
diameter, 5.5cm diameter by
to 1cm 1/2cm(5.5cm to
1cm)
Largest one is Height increases Diameter Height
tallest and by 0.5cm(from decreases by decreases by
thickest 1cm to 5.5cm) 0.5cm(from 0.5cm(from
5.5cm to 1cm) 5.5cm to 1cm)

1. Exercise I:
In this exercise directress guide the child how to hold the cylinder from the knob
and then put it into the table. After bringing all the cylinders from Block 1 to the table,
directress put each cylinder back into the block without making noise. Repeat this
exercise with Block 2 and 3.When few children mastered in these three blocks after that
Block 4 introduce.

2. Exercise II:
In this exercise directress guide the child how to use two blocks at a time. Mix
cylinders and then put them back to their right position.

3. Exercise III:
In this exercise directress guide the child how to use three blocks at a time while
placing them in a triangular shape. Mix cylinders and then put them back to right position.

4. Exercise IV:
When child mastered with all three blocks then directress guide the child how to use
all blocks at a time. Placed all blocks on table in shape of square. Mix the cylinders inside
the square and then put them back into their right position.

Pink Tower:

Materials:
 Ten wooden cubes from the size of 1cubic centimeter to 1cubic decimeter. Cubes
may be finely painted with pale pink or plain wooden finely lacquered. Strong pink color
avoided.

1. Exercise I:
In this exercise directress use table or mat for this, place all cubes on it. First hold
the biggest cube with both hands compares with others and put it on the table. After that,
take the second biggest cube compare with other cubes; put it carefully without any
mistake on the middle of the first cube. Repeat it until all cubes finished and a tower
build. Now place both hands on the sides of the tower, slowly move hands upward aside
the tower, hands join each other at the top of the tower. When child mastered this
exercise introduce him the second one.

2. Exercise II:
In this exercise directress make the tower exactly the same way just like in exercise
1, but this time the cubes are placed on the one corner side of the previous one. This
shows that one side of the tower is straight. 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. This helps
the child to differentiate the sizes.

3. Exercise III:
In this exercise directress make a tower horizontally on the table. Place the largest
cube on the right hand side. Place the second cube very carefully in the center of the
previous cube. Repeat it with all cubes.

Broad Stairs:

Materials:
Ten brown wooden prisms having same length of 20cm but vary in height and
width from1 cm to 10 cm.

Prism 1 Prism 2 Prism 3………… Prism 10

Length 20 cm 20 cm 20 cm …………. 20 cm
Width 1 cm 2 cm 3 cm …………… 10 cm
Height 1 cm 2 cm 3 cm …………… 10 m

1. Exercise I:
 In this exercise directress use table or mat for this, place all prisms randomly on
it. First hold the largest and thickest prism with both hands compares with others
and put it on the table. After that, take the second largest and thickest prism
compare with other prism; put it carefully without any mistake aside of first prism.
No space between the prisms left, if there is space slightly pushed second one
towards the first. Repeat it until all prisms finished and a horizontal stair build. Now
pass hand over the stairs from biggest and thickest to the narrowest. When child
mastered this exercise introduce him the second one.

2. Exercise:
In this exercise directress build the stairs just like exercise 1 but for showing child
the difference of the height of the smallest prism, she hold each step of the stair
from index finger of both hands and slightly move it, then again place it to proper
position.

Long Rods:

Materials:
Ten wooden rods usually painted red having height and width constant and length
increased by 10cm, shortest have 10cm and longest one is 100cm.

1. Exercise:
In this exercise directress use mat for this, 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.

2. Exercise:
In this exercise 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.

Knob less Cylinders:

Materials: Four sets of wooden cylinders.

Yellow Cylinders Green Cylinders Red Cylinders Blue Cylinders

Big-Small Deep-Shallow Thick-Thin Tall-Short
Vary in height- Vary in height- Vary in Vary in height
diameter diameter diameter

1. Exercise:
In this exercise directress use table or mat for this. First teach the child
how to open the lid of the box of cylinders. Then place all cylinders randomly
on table. First hold the largest cylinder with hand compares with others and
put it on the center of the table. After that, 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
build.

2. Exercise:
Directress may put cylinders in a row for grading them.

Extension Exercises with Pink Tower and Broad Stairs:

Materials: Pink Tower, Broad Stair, a Mat, a White Sheet (2.25 meter long and 1 meter
wide)
1. Extension- Horizontal:
Place Broad Stairs on the mat according to its exercise I. Then place Pink
Tower cubes aside with the broad stairs prisms, as the largest cube with the largest
and thickest prism. Continue until all cubes placed aside with the prism.

2. Extension- Vertical:
Take the thickest prism from the Broad Stairs and put it on the mat facing
rectangular side to the directress. Then take the second thickest prism place it on
the center of the first one. Continue until all prism sets vertically. Now take the
 largest cube of the Pink Tower and place it very carefully to the right square side
of the thickest prism. Then take the second largest cube and put it on the first cube
in such a way that its side attach with the square side of the prism. Continue until
all cubes placed aside the prisms and build a tower.

3. Extension- Monument:
Place the Broad stairs just like Exercise I of it on the left side of the mat and
Pink Tower cubes according to their grading horizontally on the right side.

 First level:
Take the thickest prism from the Broad Stairs and put it on the mat facing
rectangular side to the directress. Now take the largest cube from the Pink
Tower and placed it aside with the prism on its right side. Take the second
thickest prism and placed it on a first cube. Half of the second prism comes
to the first prism. Now take the second largest cube and put it aside with the
second prism on to the first prism, a place which is left after placing the
second prism. Continue until all prisms and cubes arranged and look like a
wall.

 Second level:
Take away the smallest cube from the top of the wall and put it on the left
side of the mat. Now hold the first top prism with finger and thumb and take
away the second cube. After that hold the second top prism and carefully
take away the third cube. Continue this procedure until all cubes take away
one by one.

4. Extension- Shadow:
Spread white sheet on the floor. Build a Pink Tower on the middle of the
width of a sheet. Now take the thickest prism placed it aside with bottom cube
attaching square sides. Then take the second thickest prism placed it next to the
first prism making 90 degree angle with a pink tower. Continue until all prisms
placed. Switch on the torch behind the Pink Tower and adjust the shadow equal to
the Broad Stairs which is 2 meter in length. Now slightly move the beam of light to
left to right and then backward. By this shadow move from right to left, left to right
and passed over the stairs.

5. Extension- Alternate:
Take the thickest prism from the Broad Stairs and put it on the mat facing
rectangular side to the directress. Then take the largest cube from the Pink Tower
and placed it over the prism on the middle of it. Now take the second thickest prism
and put it on the first cube in such a way that it balances and will not fall off. After
that placed the second largest cube on the middle of second prism. Continue until
all the prisms and cubes are assembled.
 6. Extension- High Stairs:
Take the thickest prism from the Broad Stairs and put it on the left side of
the mat, resting its square side on mat. Then take the second thickest prism and
placed it aside with first prism touching rectangular sides. Arrange the rest of the
prisms in this way. Now take the largest cube and put it on the thickest prism. After
that take the second largest cube and put it on the second thickest prism. Continue
until all the cubes placed on prisms.

Extension Exercises with the Long Rods:

Materials: Long Rods, a Mat

1. Extension- Vertical:
Place the rods randomly in a horizontal way on the mat. Take the longest rod
and put it on the mat. Then take the second longest rod and put it on the top of
first rod while their left edges even. Continue until all rods placed vertically.

2. Extension- Maze:
Place the rods randomly in a horizontal way on the mat. Take the largest
rod and put it on the floor. Now take the second largest rod and put it on the
floor at the 90 degree with the first rod and their ends meet. Continue with all
rods making 90 degree with their previous rods and having a shape of a maze.
Allow the child to walk in slowly in a maze and then comes outside without
touching rods.

Extension Exercises with the Cylinder Blocks and Knob less Cylinders:

Materials: Cylinder Blocks, Knob less Cylinders, a Mat

Extension- Comparison:
Place green set of a knob less cylinders horizontally on a mat from biggest to smallest.
Then take the block cylinders and put it on the top of the knob less cylinders. After that
compare each set of knob less cylinders with the set on cylinder blocks.

Vocabulary from all these Exercises:

 Long-Short Tall- Long-Longer-Longest Big-Bigger-Biggest
Short
Big-Small Thick- Short-Shorter-Shortest Thick-Thicker-Thickest
Thin
Large- Middle Small-Smaller- Thin-Thinner-Thinnest
Small Smallest
Deep- Cube Deep-Deeper-Deepest Tall-Taller-Tallest
Shallow
Broad- Straight Large-Larger-Largest Broad-Broader-Broadest
Narrow
Rod-Stairs Prism Shallow-Shallower- Narrow-Narrower-
Shallowest Narrowest

Question No 4:
How does Montessori program help develop Tactile Sense?
Answer:
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 Exploring Weight: Baric Tablets
Sense Exploring Thermic Bottles, Thermic Tablets
Temperatures:
Exercises of Sorting Trays, Mystery Bags, Puzzle
Stereognostic Maps, 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.

Note: For all different exercises mention above the pre-requisite is to sensitize fingers.
Below mention few exercises and how to do it.

Exploring Textures:
Touch Tablets:

Materials: One box having five pairs of wooden tablets with gradations of roughness. A
blindfold.

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 vocabulary
by three period-lesson.
Vocabulary: rough and roughest. Directress plays five memory games with the child.

Exploring Weight:
Baric Tablets:

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.

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.

 Exploring Temperature: Thermic Bottles:

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.

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.

Question No 5:
Prepare material of Smell Bottles and Mystery Bag and send it along with your
assignments.
Answer: Smelling Bottles
Mystery Bag:

Question No 6:
Write a note on Three Period-lesson and Memory Games.
Answer:
Three Period-Lesson
The purpose of Three Period Lessons is to teach new words to the Montessori
children. The teacher's aim is not only teaching the names of the materials but also
their qualities; positive, comparative and superlative. The three period lessons are:
Naming Period - First Period: The directress will arrange three objects with clearly
distinctive features and place them out on a mat. She will then proceed to touch and
feel the objects, encouraging the kids to do the same to get a sense of familiarity,
followed by putting them back in their place. She then subsequently places her
fingertip on each object and clearly identifies it by its name, repeating the name-calling
exercise once more to reinforce.
Recognition and Association Period - Second Period: After naming the objects, the
directress will then effectively test the students by asking them to identify the objects
with their names and requesting them to point at the relevant object.
Pronouncing Period - Third Period:
After the directress is sure that the child has learned and is capable of identifying
the object, she then challenges the child to name the object themselves. For example,
she will ask by pointing at the object and asking the child what its name is.
Three-period lessons consist of three grading lessons, basically aimed at introducing
adjectives, qualities or degrees of modification to a child, namely Positives,
Comparatives and Superlatives as mentioned earlier. Examples of the three grading
lessons across the three lessons are as follows:
 Naming Period (First Period) - Positive: This is a big circle.
 Naming Period (First Period) - Comparative: This circle is bigger than this.
 Naming Period (First Period) - Superlative: This circle is the biggest.

 Recognition and Association Period (Second Period) - Positive: Show me

the big circle.
 Recognition and Association Period (Second Period) - Comparative: Show
me the circle which is slightly bigger than this book.
 Recognition and Association Period (Second Period) - Superlative: Show
me the biggest circle.

 Pronouncing Period (Third Period) - Positive: What is this?

 Pronouncing Period (Third Period) - Comparative: Which circle is bigger?
 Pronouncing Period (Third Period) - Superlative: Which circle is the biggest?
Memory Games
Memory games are revving child’s interest in materials and aid in the revision of what
they have already learnt. These games sharpen the child’s memory and also help them
understand the concepts deeply. Examples of these games are as follows:
1. Matching at a distance: The directress places two different tables or mats at a
distance. She then puts a pair of similar materials on each of the tables/mats.
The directress then selects one of the pairs, allowing the child to hold and feel it.
Finally, she asks the child to fetch the matching pair from the other table/mat and
repeats this exercise until all the items have been matched against each other.

2. Grading from a distance:

(a) From an extreme: The directress places two different tables or mats at a
distance and places the grading materials at random on one of the tables/mats.
She then picks up one of the extremes and places it on the other mat/table. She
follows by asking the child to bring a size smaller to the mat/table and place it
next to the bigger one already placed. Continue until the exercise has been
completed down to the smallest sized item.
(b) From a midpoint: The directress places two different tables or mats at a
distance and places the grading materials randomly on one of the tables/mats.
She picks up one of the pieces near the middle, and places it on the other
mat/table. She then asks the child to bring to the other mat the next size up or
down.
3. Stereognostic:
This game is played in a group. The directress makes the students sit
around a map in a circular formation, as she hands out the material. The children
hold the object behind their backs and feel them. The directress then asks for the
largest object to be placed onto the mat. By feeling their object, the children are
being asked to feel for the recognition of the sizes of the object. The directress
then continues asking for certain object working the biggest object to the smallest
object, until all the objects have been placed on the mat.

4. Material to the environment:

The directress rolls out a mat and places the colour tablets onto it
randomly. She then points towards any one of the colours and asks the child to
identify something in the environment of the same colour or similar shade,
repeating the exercise for all of the colours.

5. Environment to the Material:

This is a similar game to the game, material to the environment. This time,
the child will be asked to find the piece of material that is closest to something
specific in the environment instead of the other way around as done in the
previous game. After the directress rolls out a mat and places the colour tablets
at random onto the mat, she will then point at something in the environment.