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Assignment #3
QUESTION NO 1:
Write a comprehensive note on the important of sensorial exercise?
ANSWER:
Sensorial activities play a crucial role in the development of the whole child.
Children learn to perceive, interact, and experience the world around them and
get prepared for success in higher education, life, and well-being. A
Montessori classroom is designed meticulously to emphasize all five senses to
introduce and develop everything that can be perceived. It helps prepare the
children’s mathematical minds and encourages early language skills.

In a Montessori curriculum, sensorial activities are incorporated into all areas

of learning. When compared to conventional education, Montessori education
stands out because of its holistic approach to learning. Educating the whole
child helps the school focus on all aspects of a child’s development, i.e.,
intellectual, emotional, physical, and social.
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The senses, being explorers of the world, open the way to knowledge….the
number of different objects in the world is infinite, while the qualities they
possess are limited. These qualities are therefore like the letters of the
alphabet which can make up an indefinite number of words. If we present the
children with objects exhibiting each of these qualities separately, this is like
giving them an alphabet for their explorations, a key to the doors of
knowledge….This ‘alphabet’ of the outer world has an incalculable
value…..Everything depends on being able to see and on taking an interest.”

– Dr. Maria Montessori, The Absorbent Mind (183-184)

While the sensorial area exists on its own, you will find plenty of sensory
materials in each of the other areas in the room. This work is vital to a child
understanding how he relates to his environment and figuring out how to
engage and interact with it appropriately.

In the Montessori Method, sensorial work has been meticulously designed to

introduce and develop everything that can be perceived using the five senses.
This sensorial development prepares the mind for mathematical thinking and
encourages early language skills.

One of the things that set a Montessori preschool apart from normal daycare is
the materials that are used in the classroom. In a regular daycare, children are
usually given a variety of toys or educational games to keep them entertained
throughout the day. In a Montessori preschool, however, the children are
provided with unique learning materials that are designed specifically to foster
sensorial development.

Dr. Maria Montessori believed that children began having sensorial

experiences at birth. According to Dr. Montessori’s studies, as children grow
up, they explore and learn by interacting with their environment through their
senses. This unique period in a child’s development happens between the
ages of birth and six years old. To help children express, classify, and broaden
their sensory experiences, Dr. Montessori designed the Sensorial materials.
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The purpose of the Sensorial materials is to aid the child in refining the child’s
pitch, temperature, and weight and is utilizing language in describing these
qualities. These materials are an integral part of developing the whole child —
directly building the “mathematical mind” and indirectly preparing for
writing.

Below are some of the Sensorial materials used in a Montessori preschool.

Visual:

 THE PINK TOWER, the Brown Stair, and Red Rods are used to
develop discrimination of differences in three, two and one dimensions
respectively.
 CYLINDER BLOCKS (Knobbed Cylinders) are used to develop the
child’s visual discrimination of size, which
prepares the child for later work in math.
Handling these knobbed cylinders also
indirectly prepares and strengthens a
child’s hand for writing.
 KNOBLESS CYLINDERS develop a
child’s visual discrimination of gradations
of size in a series. The Knob less Cylinders
also fine tune a child’s muscle
coordination and sharpen concentration
skills.
 THE COLOR BOXES come with
matching, as well as gradient style color tablets that the children
manipulate in order from darkest to lightest. This helps children identify
colors and develop visual discrimination.
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 THE GEOMETRIC CABINET includes trays that contain insets of a

variety of plane figures, which help children develop visual
discrimination of shape as well as learn
the names of the various figures.
 CONSTRUCTIVE TRIANGLES are
used to form plane figures and help
prepare children for geometry by refining
discrimination senses.
 BINOMIAL AND TRINOMIAL
CUBES develop a child’s appreciation
for the beauty of form in three
dimensions. The cubes also indirectly
prepare the child for mathematical
concepts involving the binomial and trinomial theorems.

TACTILE:

Geometric Solids help a child develop the muscular-tactile sense as well as

sharpen the visual perception of solid
figures. Geometric solids also indirectly
prepare a child for geometry and its
language.

Touch Tablets, Thermic Tablets, Fabrics

and Thermic Bottles develop a child’s
tactile senses as they touch and feel
varying degrees of roughness, softness, temperature, and texture.
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Auditory:

Sound Cylinders and Bells develop a child’s auditory sense as they learn to
distinguish volume and pitch and become more sensitive to sounds in their
environment.

Olfactory and Gustatory:

Smelling Bottles and Tasting Bottles allow a child to discriminate one smell
from another or one taste from another. The child then applies this knowledge
to other smells or tastes in the environment.

Montessori Materials at MASS:

At Montessori Academy at Sharon Springs, you will find an extensive

collection of Montessori materials. Unlike your average daycare, Montessori
Academy at Sharon Springs is focused on enhancing each child’s sensorial
experience on a daily basis. We take extra care in providing the most age-
appropriate Sensorial materials in each of our classrooms.

QUESTION NO 2:

What is stereo gnostic sense and how can we develop it ?

Answer:
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This important sense, which is usually taken for granted, can be a powerful
tool for blind people throughout their lives. In order to help facilitate stereo
gnostic sense in Montessori education and other settings for children with
disabilities, it's important that educators understand not only how stereo
gnostic sense works but also its importance in everyday life.

The Stereognostic Sense is about identifying an item through touch, without

being able to see it, hear it, taste it or smell it.

This is often done through the use of a Mystery bag. This is where the child
has to put their hand into the bag to feel the item in it and try to determine
what it is purely through their sense of touch.

The Stereognostic Sense (otherwise known as the Tactile Gnosis) is one of

nine senses that the Montessori Method focuses on integrating into the
classroom environment.

The nine sense are:

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1. Stereognostic
2. Tactile
3. Baric
4. Proprioception
5. Thermal
6. Visual Discrimination
7. Olfactory
8. Gustatory
9. Chromatic

The Stereo gnostic Sense is particularly important for those who have
impairments in one or more of their other senses. For example, a child
who is blind will rely more heavily on their Stereognostic sense.

However, developing the Stereognostic sense greatly benefits all

children.

What is an Example of the Stereognostic Sense in Montessori?

One example of the Stereognostic Sense in Montessori, in our everyday lives,

is reaching to turn on our bedside light in the dark. We use nothing but touch
to feel for the switch in the dark. I know I have definitely developed this skill
over time, and it is very useful.

An example of the Stereognostic Sense in a Montessori Classroom would be

the use of a Mystery Bag, or a blindfold. This allows our little ones to use
their sense of touch to try to identify what object is in the bag, or when
blindfolded, which object they are holding.
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Montessori activities
help children refine
their stereognostic
sense by exposing
them to objects and
textures that they can
feel.
These activities also
help children develop
stereognostic skills as
well as the other
senses, giving them a
richer learning
experience than would
be possible with only
visual input or tactile
input alone.
According to Dr. Maria
Montessori, The senses
are the gateway to
knowledge, especially
during the initial six
years of the child’s life.

The Montessori
Method acknowledges
the importance of
sensorial stimulation
and incorporates “sensorial stimulation” as a significant part of the
curriculum.

In the initial stages, the child is highly receptive to the information present in
the surrounding environment.
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The Montessori Method of education is designed to provide the children with

necessary stimuli that inspire their curiosity.

The incorporation of sensorial materials as stimuli encourages the child to be

aware, attentive, and entertained during the education process.

Dr. Maria Montessori keeping in mind the needs and requirements

of absorbent minds during early childhood years prepared an environment
where children are encouraged to become self-dependent and confident.

The Prepared Environment of the Montessori Classroom for early childhood

facilitates the stimulation of the Tactile, Auditory, Gustatory, Visual, and
Olfactory senses. The “sixth” sense of the Montessori curriculum is the Stereo
gnostic Sense.

The stereo gnostic Sense in the Montessori Method of Education is defined as

the ability to identify the texture, shape, spatial properties, as well as
consistency of the assigned object solely on the basis of tactile information
(without seeing, hearing, or even smelling the object).

The Montessori Method of education incorporates unique and intuitive

activities to develop the child’s stereo gnostic sense.

Here is everything the teachers and parents should know to stimulate and
develop the child’s Streogenic sense.

WHAT IS STEREOGNOSTIC SENSE EXACTLY?

The Stereognostic Sense is the “sixth” sense in the Montessori curriculum.
The stereognostic sense is essentially the combination of muscular and tactile
memory.

This sense is also referred to as Tactile Gnosis, which is the ability to identify
and recognize objects solely on the basis of tactile information meaning the
child will not be able to use the visual, auditory, gustatory, or olfactory sense
to identify the object.
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The Stereognostic Sense strengthens and develops other senses of the child,
especially the tactile senses.

The lack of Stereognostic Sense is called Astereogenis, which is the failure to

identify objects solely on the basis of Tactile sense.

Child using Mystery Bag applying stereognostic sense

Why is the development of Stereognostic Sense so important:

Tactile Gnosis is the capability to identify objects without the use of Auditory,
Visual, Gustatory, or Olfactory Senses. The stereognostic sense is more
important than one might give credit to.

There are multiple benefits one can enjoy after developing the stereognostic
sense. Some significant benefits are mentioned below.

1. SIZE AND SHAPE:

The Stereognostic Sense is essential for developing children to help

distinguish as well as discriminate between different shapes and sizes.

2. SPATIAL ACUITY:

With the help of stereognostic sense, the child can easily discriminate between
two separate stimuli in close proximity. Spatial Acuity is a requisite function
of the exteroceptive Sensorial system.

3. TEXTURES AND TEMPERATURES:

The child is able to successfully distinguish between different stimuli just by

the use of tactile senses.

4. MENTAL IMAGE:

The stereognostic Sense allows the child to visualize by creating a mental

image.
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Stereognostic Activities in Montessori:

Stereogenisis is the ability to identify stimuli without the use of auditory,
visual, gustatory, or olfactory senses.

The Child is able to perceive information on the basis of tactile senses to

provide indications from the stimuli’s texture, shape, size, spatial acuity,
temperature, and vibrations.

The Montessori Method of Education introduces two different activities

to develop and stimulate Stereognostic senses.

Montessori stereognostic activities

 Mystery Bag (stereognostic bag)

 Geometric Solids
 Hide silverware in a pillowcase
 Knobbed Cylinder blindfold extension (many Montessori activities
can be performed blindfolded)
 Discrimination of coins, grains (sorting tray)

Stereognostic activities can be presented using sensory bins or nature trays.

Anywhere you see an opportunity to help your child develop this sense, you
can go for it.
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Question no 3

Write a note on three period lesson plan and memory game ?

Answer:the Montessori approach to education is child-centered, allowing

children to learn through play and develop at their own pace. This ethos also
applies to lessons that differ greatly from traditional education and is known
as a 3-period lesson. Three - Period Lesson & Memory games.

Three period lessons are

used throughout the
Montessori environment
to help introduce a new
lesson or concept and
lead the children along a
path to understanding
and mastery. However,
in the area of language
they are used to increase,
enrich and broaden a
child's vocabulary.

The Three Period Lesson is to be given after the child has had much
experience with the material itself.

The Three Period-Lesson:

The Three Period-Lesson are:

1. NAMING
2. RECOGNITION
3. RECALL
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Begin this learning, by putting three contrasting objects on a table in front of a

child. For example a block of, circle, square and triangle.

1. NA MING
PERIOD:
 Thi s period is
overall
rather
short as it
simply
involves
giving the
object a
name.
 Directress
point to
the first object
and say circle.
 Rep eat names
several
times
clearly and
slowly.
Also make
small sentences like “This is a circle”.
 Child observed the object hold it in his hand feels it.

2. RECOGNITION AND ASSOCIATION PERIOD:

 This period is much longer then the first one.
 Rearrange the objects and ask the child to show you.
 Ask child to “Show me the circle”, or “Put your finger on the triangle”.
 Rearrange the objects and again ask these questions.
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3. PRONOUNCING PERIOD:
 When directress sure that child remember all the objects plus their names
in to his long term memory, than this period starts. This is a testing period.
 Directress challenges the child to name the object himself.
 Point out to one object and ask “What is this?”
 If child fails to tell any name, casually end the lesson without making the
child feel as though he is failed. For this repeat second period.

There is the Three Period-Lesson for grading an object positively,

comparatively, and superlatively. Here taking an adjective to explain these
periods.

Grading Positives Comparatives Superlatives

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

MEMORY GAMES:
Memory games are to be introduced to the child when the child’s interest in
the materials is fading and to bring new interest to the material the child
already know very well. These games could also be shown to bring the older
to revisit the material and can be given before or after the three period-lesson
is given, depending on the game itself.

PURPOSES OF MEMORY GAMES:

1. To prolong the activity with the material, this will assure a stronger
absorption by the child.
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2. The games work as a motivation in discovering more variations of the

material.
3. To help directress verify the child’s language of the material.
4. To bridge the work of quantity and to allow the child to discover the quality
of the materials in the word around him.
GAME 1:

Matching at a Distance: Two different tables

placed with a distance.
 Take a pair of material and put one on each
table.
 Directress takes one of the objects from one
table and offer child to feel it by holding in his
hand.
 Directress asks the child to bring the same
object from the distant table. Repeat this until
all pair of material matched correctly.

GAME 2:
Grading from a Distance: Two different tables placed
with a distance. Placed a grading material like pink tower
randomly on one table.

A) From an Extreme:
 Pick up one of the extremes like the largest one. Put it
on the second table.
 Ask the child to bring the slightly smallest of it and put it on the second
table.
 Complete this exercise after child put all the blocks on second table from
largest to smallest.
B) From Midpoint (For this game child must have the vocabulary)

 Pick up one of the middle of the block from it. Put it on the second table.
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 Ask the child to bring the slightly smallest then largest of it and put it on
the second table.
 Complete this exercise after child put all the blocks on second table from
largest to smallest.

GAME 3:
Stereognostic: Play this
game with a group of
children, who are sitting
around a round table/ mat.
 Directress gives Pink
tower block to each
child. Children hide
them at their back
while holding them in
hand.
 Directress asks for the
largest block. Children feel them and put it on the table.
 Repeat this until complete tower blocks placed from largest to smallest.

GAME 4:
Material to the Environment: In this game materials are related from
environment. (Color tablets/ shades, geometric shapes/ solids etc.)

 Place a mat, put the material on the mat e.g. color tablets.
 Directress point to one of the color and ask children to find something
from the environment which is of that color.
 Repeat this for all the colors and shades.

GAME 5:
Environment to the Material: This is similar to the above game but opposite
in directions.
 Place a mat, put the material on the mat e.g. color tablets.
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 Directress point to one of the color from the environment and ask
children to find the same color from the color tablets.
 Repeat this for many of the colors and shades.

Question no 4:

Explain all excersice briefly in chapter 4.1,exploring

dimension.make diagram and mention vocabulary also?
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EXPLORING DIMENSIONS WITH SENSORIAL EXERCISES

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:
 TheCylinder
 The pink tower
 The broad stairs
 The long rods
 The knobless
cylinder

THE 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
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diameter, diameter by
5.5cm to 1cm 1/2cm(5.5cm to
1cm)
Largest one is Height Diameter Height
tallest and increases by decreases by decreases by
thickest 0.5cm(from 0.5cm(from 0.5cm(from
1cm to 5.5cm) 5.5cm to 1cm) 5.5cm to 1cm)

I. Exercise:
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.

II. Exercise:
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.

III. Exercise:
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.

IV. Exercise:
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.

THE PINK TOWER:

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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.

I. Exercise:
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.

II. Exercise:
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.

III. Exercise:
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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.

The Broad Stairs:

Materials: Ten brown wooden prisms having same length of 20cm but vary
in height and width from1 cm to 10 cm.
Prism Prism 2 Prism Prism 10
1 3…………
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:
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.
II. Exercise:
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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.

The 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.

I. 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.
II. 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.

The Knob less Cylinders:

Materials: Four sets of wooden cylinders.

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Yellow Cylinders Green Cylinders Red Blue Cylinders

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

I. Excersise: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.

I. Ecersise 2 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)
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.
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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.
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.

. 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.
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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.

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

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.

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

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I. 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- Tall- Long-Longer- Big-Bigger-Biggest

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

Question 5
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How does montessoti program help develop tactile sense?

TACTILE SENSE:

The child’s sense of touch is heightened with most of the Montessori

materials. Touch is a very important sense for children to develop, as when
children touch and manipulate various things, they are learning at the same
time. Maria Montessori said, “the hands are the instruments of the mind”.

There are different Montessori tactile

activities such as:

Blindfolds: Orientation exercise

This activity helps children to get used to

using blindfolds and having something covering their eyes. Using a blindfold
to orientate the children is an important exercise in Montessori, as a few
activities use a blindfold.

Sensitising the fingers

This is something the children will be asked to do at the beginning of each

Montessori tactile activity. The children will be asked to make sure their
hands and fingertips are clean to experience the full sensation of touch and
tactile work.

Touch Boards (presentation one)

The first and second Touch Boards are used in this

presentation. This activity helps the child grasp the
concept of ‘rough’ and ‘smooth’. The directress will
introduce the first touch board, then the second one,
before finally doing three-period lessons with the
child. The Montessori directress asks him to find things in the environment
which are rough or smooth.
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Touch Boards (presentation two)

In this presentation, the third touch board is used. The child will be asked to
feel each strip of sandpaper, starting with the least rough to the roughest.

Touch Tablets (presentation one)

The directress will use the sensitising tray, and five pairs of touch tablets. The
directress will teach the child how to match the correct tablets by taking their
sense of sight away by averting their eyes.
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Touch Tablets (presentation two)

In this activity, the child will be grading different textures. The child will be
asked to take out only one pair of the tablets, grading from roughest to
smoothest. The child can either avert his eyes or wear the blindfold to grade
the tablets.

Touch Fabrics (presentation one)

The child will be introduced to the Touch Fabrics and will learn how to match
the same fabrics, for example: matching silk with silk, matching cotton with
cotton, matching denim with denim, and so on.
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Touch Fabrics (presentation two)

The child will use the first set of touch fabrics to grade the various pieces
from the roughest to the smoothest.

Touch Fabrics (presentation three)

The directress will do a three-period lesson in this presentation by choosing

three different types of fabric, such as silk, wool, and denim.
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Question 6:
HOW TO PRESENT THE MONTESSORI SMELLING BOTTLES
LESSON:

 Take the boxes along with the child to the work table. They should carry
one, while you carry the other.
 Set the boxes on top of their lids and move them to the upper left corner of
the work area.
 Let the child know that you're going to match the bottles by their scent.
 Choose a Smelling Bottle (ex: peppermint) from the first set, remove the
cap, and place it on the table to the right of the boxes.

 Waft the scent to your nose and ask the child to do the same.
 Put the Smelling Bottle down on the table.
 Choose another Smelling Bottle (ex: lavender) from the first set and repeat
the previous steps.
 Chose the lavender bottle from the second set of bottles and ask the child
to waft the scent.
 Ask the child if it is the same as the last one they smelled.
 If the child is correct, place the pair side-by-side toward the top of the
work area.
 Select the peppermint Smelling Bottle from the second set and again ask
the child to smell it to see if it matches the other bottle that is in front of
them.
 Again place the match to the top of the workspace.
 Shuffle the 4 bottles and invite the child to pair them again.
 Pair by pair, add the remaining Smelling Bottles to the activity.
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 After you present this lesson, but on a different day, you can present the
Smelling Bottles along with their corresponding 3-part cards for a
vocabulary lesson.
 After your child has worked with the Smelling Bottles for some time and
is ready for a greater challenge, you can present this activity with
smaller amounts of scent drops for more subtle smells.
 DIY Montessori Smelling Bottles

 The Smelling Bottles that come in the sets that you buy already have a
do-it-yourself element to them.
 After all, you have to find the scents you will use and place them in
water in the smelling jars.
 If you want a more affordable way to do the Smelling Bottles, though,
you can make them yourself.
 Below, I've linked some low-cost plastic bottles.
 To make your own Smelling Bottles, you will be painting 6 lids a
different color and leaving 6 lids red. I recommend acrylic paint for this
job.
 If you already have empty spice bottles with different colored lids, that's
an even better money-saver.You can add scents like:

What is a Mystery Bag?

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The Mystery Bag is a cloth pouch that contains a series of small objects from
their environment that children are invited to explore and identify using their
senses.
The Mystery Bag is a Montessori sensorial activity and is an important part of
both classroom and homeschool curricula.

Age
3-6
Materials
Set 1: Mystery bags
Two cloth sacks, each containing
a matching set of ten small
geometric solids. The blue and red
shapes on the outside of the bags
can differentiate the drawstrings
bags from one another. The contents of the bags can be changed to include
familiar objects, e.g. teaspoon, cotton reel, large button, ring, marble, coin,
key, etc.

Set 2: Directress- made materials

Sets of objects similar in shape, but different in size, e.g. buttons. There
should b several of each size and they should be coded-coded; small dishes
and a tray.

Set 3: Directress- made materials

Sets of objects different in size and shape, e.g. small beads, dried peas, and
beans. Small dish and a tray.
Preparation
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If the presentation is carried out as a group activity, then it can be done on the
floor mat. If it is an individual exercise, then it can be carried out on the table.
(Note: work cycle to be observed)
Presentation
Exercise 1:

1. The Directress hangs one of the Mystery bags round the child's neck and
the other around her own neck.
2. Then she slips her hands through the side pockets and feels the materials
in it.
3. The Directress finds a shape, e.g. a sphere, brings it out and shows the
child.
4. The child then slips her own hands through the side pocket of the
mystery bag and finds the same shape and brings it out of her bag.
5. The exercise continues in this way until all the solids have been paired.

Exercise 2:

1. Bags are filled with familiar objects from the classroom. The children sit
in a circle. The bag is passed around and the children, in turn, close their
eyes and bring out an object, hold it up for other children to see and
name it with his eyes still closed. All the other children are involved
because they are checking to see if their friends can name the selected
object correctly.

Exercise 3 (using set 2 materials):

1. The child closes his eyes, take an object, e.g. a button. He then finds the
matching one of the same size and places them in a tray.

Exercise 4 (using set 3 materials):

1. The child selects one object and then finds the matching object in terms
of size and shapes.
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Control Of Error
The exercises are done with child blindfolded. The child checks the exercise
through the sense of sight.
Points Of Interest
Stereognostic means the recognition of objects through the simultaneous use
of tactile and muscular senses.
Purpose

 Help the child develop awareness and recognition or regular solids and
other familiar objects.
 Develop new language.

Variation
The child takes the different sets of objects and sorts them as presented. Two
children can play the Mystery game.