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Q1) 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 Its 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 1s 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 1s 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 se, 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.

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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 1s 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.
(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.

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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 abject, 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.

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Q2.) 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.
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 Stereagnostic 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.

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(b) Presentation
(i) Place tray in front of the child.
(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.
(vii) 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 ta 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

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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 fame 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, Stereognastic sense exercises are very helpful for children to
develop Stereognostic sense.

Q3. Write a note on Three Period lesson and memory games?

Thee period lessons are used for teaching new word 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. 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. For example show me the cube.

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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 lessons and that are
positives, comparative and superlative. Here taking an objective to explain
these periods.

Grading Positive Comparatives Superlatives

This cube is
First Period This is a big cube. bigger than this. This cube is
biggest.
Show me the Show me the
Second Period Show me the big cube which is biggest cube.
cube. slightly bigger
than this book.
Which cube is
Third Period What is this? Which cube is biggest?
bigger?

Memory Games

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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) Puta 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.

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(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 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.
(iii) Then pick up meddle sized cube in the pink tower and move it to the
other table.
(iv) Ask the child fee! 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 on 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.

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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.

Q4.) 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: (a) The cylinder blocks
(b) Materials.
4 blocks each contain 10 cylinders with knobs, each cylinder fitting into its
respective hole.

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(i) Block 1: The cylinders vary m two dimensions: The diameter increases from
cm to 5.Scm, 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 decreases 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 tots 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.

(c) Vocabulary
i. Block 1: Thick and Thin.
ii. Block 2: Large and Small.
iii. Block 3: No larger because no dimension is isolated.
iv. Block 4: Tall and Short The positives, comparatives, and superlatives.
v. Exercise 2: The Pink Tower:

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(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,

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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 1 cm x 20cm.

(b)Exercise.
(i) Select a mat and spread it on the floor.
(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.

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(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
(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
(a) Exercise

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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 until all cylinders finished and tower build.
(b) 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
Q5. 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 [sit "rough" of
“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

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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

Temperature: Tablets

Exercise of Sorting Trays, Mystery Bags,

Stereognostic sense: Puzzle Maps, 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.

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(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.

(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 de 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,

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(2) Exploring Weight: Baric Tablets

(a) Materials. Three separate boxes having six to eight wooden tablets. Each set
is 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 after 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.
Q6) Prepare material of Smell Bottles and Mystery Bag and send it along
with your assignment papers.

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