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Question 1: Write a comprehensive note on the importance of Sensorial exercises?

Ans. Importance of Sensorial Exercises in Montessori

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 can 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. Gustatory Sense 7. Olfactory 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.

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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.
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Question 2: What is Stereo gnostic Sense and How Can we Develop it?

Ans- The stereo gnostic sense refers to the ability to identify objects and discriminate between different
sizes, shape, texture and weight based on touch alone, without seeing them. It familiarizes them with
various materials and objects and allows them to have a mental picture of them and their movement.

By doing different kinds of stereo gnostic exercises, a 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. Below are a few exercises with these objects that can
help with this. The stereo gnostic activities are first done with the eyes open and then by using a
blindfold.

Geometric Solids:

Arrange a basket large enough to contain ten geometric wooden solids in blue:

• A triangular prism

• A rectangular prism

• A cube

• A cylinder

• A cone

• A triangular pyramid

• A square pyramid

• A sphere

• An ellipsoid

• An ovoid

Have the child choose 3 to 4 solids. Place these in a separate basket and cover with a cloth. Reach your
hand under the scarf, feel one of the solids underneath, and say out loud what solid you believe you
have in your hands. Take out the solid from under the scarf to reveal the solid you have. Allow the child
to do as you have shown. This allows the names of the solids to be reinforced for the child. Work in this
manner until the child can place a scarf over all of the solids and still feel and guess correctly.

Mystery Bags:

Arrange a bag with a drawstring to hide the contents inside. Fill the bag with a variety of exciting things
like pebbles, feathers, colorful ribbings, miniature cars, marbles, and key chains, etc. Allow the child to
observe and feel these items as you introduce them one by one. Follow by asking the child to close their
eyes or loosely blindfold them, again repeating the exercise of feeling the objects in their hand and

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attempting to identify what it is. Finally, allow them to open their eyes/remove the blindfold and see if
they guessed right.

Sorting Trays:

Arrange two trays; one with four or more saucers, each containing different types of grains, beans, peas,
rice, lentils, and seeds etc respectively, and let the other tray have the same quantity of EMPTY saucers.

Let the child feel all the contents by way of touching, and then place each item in the second tray’s
saucer separately as you introduce names of each item. Follow by asking the child to close their eyes or
loosely blindfold them, again repeating the exercise of feeling the objects in their hands and attempting
to identify what it is and then place into the second tray. Allow them to open their eyes to see how well
they have done. Alternatively, this exercise can be modified to add an extra challenge by mixing all the
items in a single bowl and letting the child attempt to separate them into different saucers.

Puzzle Maps:

Get a puzzle map of Pakistan and a globe. Disassemble the puzzle map such that it is divided into
provinces. Show the child a globe and the complete map of Pakistan. Show the child where Pakistan is
located on the globe. Then put the globe aside and focus on the puzzle. Let the child point out the
outline and name of each province. Slowly and carefully put all pieces of puzzles one by one back into
the puzzle.

Sandpaper Globe:

You will require a world globe for this exercise where the land areas are covered with sandpaper while
the water areas are painted blue. Let the child hold the globe and call its name. Allow him to identify and
clearly name the different areas on the globe as being either land or water areas.
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Question 3: Write a note on Three Period-Lesson and Memory Games.

Ans- Three Period-Lesson:

The purpose of Three Period Lessons is to teach new words to the Montessori children. The directress's
aim should be to not only teach kids the names of the materials but also their qualities; positive,
comparative and superlative. The three period lessons are as follows;

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 the exercise of naming the objects, the directress now effectively tests the students by asking
them to identify the objects by their name by calling out the names of each object and requesting them
to point at the relevant object.

Pronouncing Period - Third Period: When the directress is sure that the child has learned and can identify
the object, she proceeds to challenge the child to name the object itself on their own. She may do this,
for example, 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 cube.

Naming Period (First Period) - Comparative: This cube is bigger than this.

Naming Period (First Period) - Superlative: This cube is the biggest.

Recognition and Association Period (Second Period) - Positive: Show me the big cube.

Recognition and Association Period (Second Period) - Comparative: Show me the cube which is slightly
bigger than this book.

Recognition and Association Period (Second Period) - Superlative: Show me the biggest cube.

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

Pronouncing Period (Third Period) - Comparative: Which cube is bigger?

Pronouncing Period (Third Period) - Superlative: Which cube is the biggest?

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Memory Games:

Memory games are aimed at reigniting waning interest in familiar materials as well as revising what has
already been taught and learned by the child in a refreshing way. These games also help to motivate
students to discover variations in materials. Examples of these games are illustrated below:

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.

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 (for
example the largest cube in the Pink Tower), 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) (b) From a midpoint (only possible after the child has already completed the Three Period Lessons):
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 picks up one of the pieces near the middle (for example one
of the middle-sized cubes in the Pink Tower) and place it on the other mat/table. She then asks the
child to bring to the other mat the next size up OR down.
Stereo gnostic:
This is a group game where the directress makes the students sit around a map in a circular
formation, as she hands out the material (for example one cube of the Pink Tower to each child).
The children hold the cube behind their backs and feel them. The directress then asks for the largest
cube to be placed onto the mat. By feeling their cube, the children are being asked to feel for the
recognition of the sizes of the cubes. The directress then continues asking for certain cubes working
the biggest cube to the smallest cube, until all the cubes have been placed on the mat.
Material to the environment:
The directress rolls out a mat and places the color tablets onto it randomly. She then points towards
any one of the colors and asks the child to identify something in the environment of the same color
or similar shade, repeating the exercise for all the colors.
Environment to the Material:
This is a similar game to the game above, but 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 color tablets at
random onto the mat, she will then point at something in the environment, for example a curtain
and ask the child to find a color tablet closest to the color/shade of the curtain.
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Question 4: Explain all exercises briefly in chapter 4.1 Exploring Dimension. Make illustrations/diagrams
and mention vocabulary also.

Ans- "Exploring Dimensions" comes under visual exercises, which are an important part of sensorial
development. In this group, the child learns how to discriminate between objects that have similar
shapes and colours but vary in length, width, height or thickness.

Exercises:

(1) The Cylinder Blocks:

(a) Materials: Four lightly varnished wooden blocks each containing ten cylinders. The cylinders vary
in size in a regular way. Each cylinder has a wooden knob to hold it by.

Here’s how the blocks differ:

Block 1: The diameter increases from 1cm to 5.5cm. The height remains constant at 5.5cm.

Block 2: The diameter increases from 1c, to 5.5cm. The height increases from 1cm to 5.5cm.

Block 3: The diameter increases from 1cm to 5.5cm. The height decreases from 1cm to 5.5cm.

Block 4: The diameter remains the same. The height increases from 1cm to 5.5cm.

(b) Exercise: The directress starts by removing the knob of the first cylinder gently and quietly
putting it on the table, repeating this until all knobs are removed. She then selects the largest
knob and places it back into its respective hole quietly. After she is done, she will ask the
children to repeat the same exercise, moving on Block 2, 3 and 4 as they progress.
(c) Vocabulary: Block 1 and 2:
Large, small
Large, larger, largest
Small, smaller, smallest
Block 3: Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest
Block 4: Tall, short
Tall, taller, tallest
Short, shorter, shortest
Deep, shallow
Deep, deeper, deepest
Shallow, shallower, shallowest
(2) The Pink Tower:(a) Materials: Ten solid wooden cubes varying in size from 1 cubic centimeter
to 1 cubic decimeter and pale pink in color.

(b)Exercise: The directress spreads out a mat on the floor. She picks up the largest cube and brings it
closer to the rest of the cubes and analyses the relative sizes of the cubes. She then puts the biggest one
on the mat and looks for the cube a size smaller than it to place it next to it. She repeats the same down
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to the smallest cube. She then motions her hands from the biggest to the smallest to reinforce
the idea of the tower gradually becoming narrower.
(c) Vocabulary: Cube

Large, small

Large, larger, largest

Small, smaller, smallest

(3) The Broad Stairs: (a) Materials: Ten brown wooden prisms, all the same length but varying height
and width from 1 centimeter to 10 centimeters (or 1 decimeter squared). The end faces represent the
squares of the numbers one through ten.

(b) Exercise: The directress spreads out a mat on the floor and mixes the prisms on it such that they do
not touch each other. She picks up the largest prism and holds it against the others to compare and
ensure that she is indeed holding the largest and thickest one. She then places it towards the far-left
side of the mat such that the squared side faces towards her. She follows by looking for the second
largest and thickest prism, brings it closer to the largest and places it next to it such that there is no
space between the two. She continues by repeating the exercise until all the prisms are arranged in the
same way according to their size.

(c) Vocabulary: Prism

Broad, narrow

Broad, broader, broadest

Narrow, narrower, narrowest

(4) The Long Rods: (a) Materials: Ten red wooden rods of constant height and width. The length increase
by ten centimetres from the shortest rod which is one decimetre, to the longest one, which is one
metre.

(b) Exercise: The directress places a large mat on the floor and arranges the rods randomly on the mat,
without he shortest near the longest for visual contrast. She looks for the shortest rod and places it in
the lower left corner and double checks for reinforcement that she does indeed have the shortest rod.
She continues to do this, going from the shortest rod to the longest until the stair has been completed.
(c) Vocabulary: Long, short

Long, longer, longest

Short, shorter, shortest

(5) The Knobbles Cylinders: (a) Materials: Four sets of 10 cylinders, each set of a different colour. Yellow
cylinders vary in height and diameter (the widest cylinder is also the tallest), green cylinders vary in
height and diameter (however, opposite to yellow so that the widest cylinder is also the shortest), red
cylinders vary in diameter and blue cylinders vary in height.

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(b) Exercise: The directress arranges a table or mat. She teaches the child how to open the lid of
the cylinder boxes and places all the cylinders on the table randomly. She picks up the largest
cylinder, compares it with others and puts it on the centre of the table/mat. She then takes the
cylinder that is one size shorter from the previous and carefully places it on top of the former,
aligning it properly so it rests perfectly on top of it. She continues this exercises until she has
placed all the cylinders on top of each other and the tower has been built.

(c) Vocabulary: Set 1 and 2: Large, small

Large, larger, larges

t Small, smaller, smallest

Set 3: Thick, thin

Thick, thicker, thickest

Thin, thinner, thinnes

t Set 4: Tall, short

Tall, taller, tallest

Short, shorter, shortest

Deep, shallow

Deep, deeper, deepest

Shallow, shallower, shallowest

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Question 5: How does the Montessori program help develop Tactile Sense?

Ans- Tactile Sense refers to the child's ability to perceive the world through touch and form a sense of
understanding about it. It is therefore important to help refine this sense by encouraging them to
actively but safely explore objects around them through touch and attribute qualities to them by using
descriptive words/adjectives, for example, are the items rough or smooth etc.

Tactile Exercises are classified into four divisions as seen below alongside examples of exercises under
those classifications.

Exploring Textures: Touch Board, Touch Tablets and Touch the Fabric

Exploring Weight: Baric Tablets

Exploring Temperatures: Thermic Bottles and Thermic Tablets

Exercises of Stereo gnostic Sense: Sorting Trays, Mystery Bags, Puzzle Maps and Sandpaper Globe

I will now explain one exercise from each classification above to illustrate how the Montessori program
helps to develop Tactile Sense.

Exploring Textures - Touch Tablets: Arrange a blindfold and a box containing five pairs of wooden tablets
with varying degrees of roughness. Take out two to three pairs with greater contrast and place them on
the table before mixing them up. Follow by picking one tablet at a time as you feel it in your hand by
gently stroking it and then put it aside.

Communicate to the child how you will attempt to find a tablet with a similar feel and then place the
said tablet next to the previous one. Allow the child to feel for the similarity as well by touch. Repeat
with all the tablets, first without a blindfold and then with one, allowing the child to do it independently
as well.

This exercise helps a child develop the tactile sense of differentiating between rough and smooth
surfaces. The addition of the blindfold additionally helps refine and sharpen individual senses. They also
learn the names of the objects as well as that of their qualities/adjectives through the three period
lessons, improving upon their vocabulary as well, including words like rough and roughest.

Exploring Weight - Baric Tablets:

First arrange a blindfold and three boxes with six polished wooden tablets in each. Each set must be a
different weight, colour and wood from the other, however their shape and size must be the same. Bring
two boxes on table which contain the heaviest and lightest tablets. The directress then shows the child
how to hold the tablet in the palm of their hand, making sure their hands are not stiff. She continues by
feeling the heaviest tablet in her own hands and then lets the child repeat the act. When the student can
handle the tablet on their own, repeat the same exercise, but with a blindfold this time.

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This exercise helps the child develop the tactile sense of differentiating between different weights as well
as for complex skills they will need in the future for mathematics like measuring weight precisely etc. The
modification of the exercise to include a blindfold will help the child to focus their attention upon one
sense at a time, refining and sharpening their individual sense. They also learn the names of the objects
as well as that of their qualities/adjectives through the three period lessons, improving upon their
vocabulary as well, including words like heaviest and lightest.

Exploring Temperature - Thermic Bottles:

The directress needs to arrange four pairs of metal containers, each pair containing water at various
temperatures as follows:

Bottle Pair 1: 37° (room temperature)

Bottle Pair 2: 27° (tap water)

Bottle Pair 3: 17° (refrigerated water)

Bottle Pair 4: 47° (warm water)

The directress then takes out each pair of bottles at a time and feels it for herself as well as lets the child
feel it, after which she communicated to the child how she will attempt to find a bottle with the same
temperature. She then lines up the bottles and allows the student to feel for their temperature,
repeating the same with each set. Finally, she mixes them all up and allows the child to do it
independently, assisting as and when needed.

This exercise helps the child develop the tactile sense of differentiating between varying degrees of
temperature based on touch and feel alone which can be useful for many instances in practical life as
well. They also learn the names of the objects as well as that of their qualities/adjectives through the
three-period lessons, improving upon their vocabulary as well, including words like cold, colder, coldest
and hot, hotter, hottest.

Exercises of Stereo gnostic Sense - Mystery Bags:

The directress will arrange a bag with a drawstring to hide the contents inside. She will fill the bag with a
variety of exciting things like pebbles, feathers, colorful ribbings, miniature cars, marbles, and key chains,
etc. She will allow the child to observe and feel these items as she introduces them one by one, followed
by asking the child to close their eyes or loosely blindfold them, again repeating the exercise of feeling
the objects in their hand and attempting to identify what it is. Finally, the child can open their
eyes/remove the blindfold and see if they guessed right.

This exercise helps the child refine their tactile stereo gnostic sense of differentiating between different
objects based on their shape and size etc. They also learn the names of the objects as well as that of
their qualities/adjectives through the three-period lessons, improving upon their vocabulary as well.
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