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Question no.1
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.
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.
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:
(2) 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.
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Roll No. D11323
(4) Thermic Sense. In this exercise child works to enhance his sense of
temperature.
(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. 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.
Question no.2
Answer.
(a) Material
(b) Presentation
(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.
(viii) Invite children to repeat it.
(a) Material
(b) Presentation
Question no.3
Answer.
Three period lessons are used for teaching new words to the Montessori children. The
directress teaches both names of material and the names of qualities (positive,
comparatives and superlative) related to the material. The three period lessons are;
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 “this is___________.” 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.
After naming the objects, the directress will ask her students to recognize
objects by their names … saying,” Show me ______ “. For example show me the
cube.
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 lesson and that are
Positives, comparative and superlative. Here taking an adjective to explain these
periods.
book.
Third Period What is this? Which cube is Which cube is
bigger? biggest?
Memory Games
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.
(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 middle sized cube in the pink tower and
move it to the other table.
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(iv) Ask the child feel it and bring the cube which is just smaller
or bigger from that one.
(3) Stereognostic
(a) Spread out the mat and place the material for instance color
tablets on the mat randomly.
(b) The directress takes tablets and asks her students to figure out
something in the environment of that same color and shade.
(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.
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Roll No. D11323
Question no.4
Explain all exercises briefly in chapter 4.1 Exploring dimensions. Make illustrations/
diagrams and mention vocabulary too.
Answer.
Exercises
(b) Exercise
(c) Vocabulary
(b) Exercise
(c) Vocabulary
(i) Cube
(ii) Large, small
(iii) Large, larger, largest.
(iv) Small, smaller, smallest.
(b) Exercise
(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.
(a) Material. Ten wooden rods usually painted red having height
and width constant and length increased by 10cm, shortest have 10cm
and longest one is 100cm.
(b) Exercise-1
(c) Exercise-2
(d) Vocabulary
(a) Material.
(b) Exercise
(c) Vocabulary
Question no.5
How does Montessori program help develop tactile?
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.
(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”.
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Roll No. D11323
(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 do this himself.
(b) Procedure
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.
(b) Procedure
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.
Question no.6
Answer.
Picture 3: smelly cotton balls are ready to put into the bottles, every two cotton balls
are with same smell