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Assignment Module 3
Q1: Write a comprehensive note on importance of Sensorial
exercises.
Answer: Children learn about the world through them through their five senses. Sensorial
exercises are therefore those exercises that sharpen the ability to utilize these senses
through external stimulus (from the environment). They are designed to isolate and
materialize the properties of physical matter. Each activity appeals to corresponding same
organ. Each set must be Complete and in proportion.

Importance of Sensorial Exercises:

Sensorial activities are used in Montessori leading to help children in discrimination and
order. They also hel broaden and refine a child’s senses during the Sensitive Period.
When a child combines Montessori designed materials with sensorial works, it helps them
become more logical, perceptive, and aware. In Montessori philosophy, the child is
considered the “sensorial explorer” and learns to perceive qualities through sensorial
experiences.

Many Montessori materials are designed to assist in visual distinction by allowing a child to
recognize differences in dimension, length, width, and size. Montessori activities such as
Brown Stair, Red Rods, Knobbed cylinders and Colour tablets can also enhance the visual
sense; whereby they learn how to visually discriminate between similar as well as differing
objects.

The auditory sense is also develop in sensory materials like Sound Cylinders and Bells,
where they learn to differentiate between sounds and become more attuned and sensitive
to sounds in their environment. Similarly the tactical sense, i . e the sense of touch and its
feel is sharpened through the use of Touch Tablets and Fabric Feel. A child differentiates
tastes by strengthening their gustatory sense through activities such as food preparation
and food tasting. Using Montessori material such as Scent Bottles can help a child
differentiate smells with their olfactory sense.

Children can obtain limitless amounts of knowledge their formative years. It is especially
important to emphasize helping children understand the world around them by using
important lifelong skills such as logic, awareness, and perception.
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Sense perception develops at a relatively early stage, and so the child must learn to
distinguish people from objects, one face from another, identify different voices etc. and
consequently learn about their social environment. The sensorial activities aim to help the
child loving and scientific to order this early experience and drive them to rediscover the
world by looking for the details, similarities and differences to refine their senses during the
Sensitive Period.

Q2. What is Steregnostic sense and how can we develop

it?
Answer: Steregonostic is the combination of tactical sense and muscular memory. It is
the sense to recognize the object just by feeling it. When the hand and the arm are moved
about an object, an impression of movement is added to the touch. Such an impression is
attributed to a special sixth sense which is called a muscular sense, which permits much
impression to be stored in a muscular memory.
The development of the Steregonostic Sense is an important part of the child’s work in the
Sensorial area. Just as important as many of the other senses, the steregonostic sense
allows the child to discriminate size and shape through the use of touch. Dr. Montessori
wrote “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 impression to be stored in a” muscular
memory, which recalls movements that have been made. “The Discovery of the child”. The
use of steregonostic allows the child to have a mental picture through the use of touch and
movement. Other activities that develop the use of steregonostic sense include the mystery
band and steregonostic bag.

The steregonostic sense is our ability to identify objects based on touch alone (without
seeing them.) The ones u I have seen have typically worked on geometric shapes, having
pairs of shapes in a bag and examined. Then all the shapes are placed back in the bag.
One shaped is pulled out and then you have to find the matching pair just by touch.
The steregonostic activities are first done with eyes open. Once the child knows how to feel
the object in the hand and is familiar with it. The objects are then used with the blindfold.
The children practice using the steregonostic sense through these exercise by sorting
mixed.

Material:
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A bag as attractive as possible with almost ten objects those are very different from each
other.

Procedure:
 Place the bag flat on the table with the opening near you.
 Put one of your hand in to the bag.
 Choose one object to feel.
 Feel the object and tell the child/children what you feel i.e soft, fluffy, light etc.
 Once you think you know what are you feeling, say the object’s name loud i. e “i
think this is a cotton ball.”
 Pull the object out of the bag and you can say, “Yes it is a cotton ball”.
 Place the object to the side of the table.
 Allow the child sitting to your left to try.
 Remind the child to feel, and then to say the object’s name before taking it out of
the bag.
 Once the child has had a turn, allows the next child to have a turn if there is only
one child, you can have another turn.
 If you are working with one child, you can turns feeling and guessing the objects
in the bag until all of the objects have been chosen.
 If you are working with a group, make sure each child has a turn until all of the
objects have been chosen.

Q3.Write a note on Three Period lesson and Memory

Games.
Answer: The Three Period Lesson is used for teaching new words to the children.
The related vocabulary of a material is given after the child has mastered using it.
Teacher will teach both the names of the materials and the names of the qualities
(positives, comparatives and superlatives) related to these materials. The Three period
Lesson is divided in to three steps, which makes language absorption easier for the
child. The Three Period Lesson steps are given below:

(This is___________)
The directress presents the child with the three contrasting objects, and places them on
a mat/table leaving some distance between them. She then, feels the object thoroughly
one at a time with both her hands. She also ask the child to feel all the objects. After the
child has felt the objects and placed them back, she places her finger in front of an
object and gives the name saying, “this is a _______.” For example, “This is a cube.” In
the same way she gives the names of the other two objects. She repeats the name of
each of the objects, sometimes also changing their position on the table/mat.
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The Second Period: (Show me______)
This stage of learning is the longest, and your child needs to have many, many
experiences hearing the names of the things.
After naming the objects a few times, the directress challenges a child to recognize the
objects by their names….saying, “Show me _______”.
If the child makes an error, the directress should go back to Period 1 without correcting
a child. The Second Period should be extended and the directress should and
spend more time in this period as compared to any other period in the lesson. She
should change positions of the object and ask the child again to show a particular
object.
She can also ask the child to do something with the objects she names. For example,
“Please place the cube in my hand, or any other example could be, “Please place the
cylinder over there”. With extension of second period, the child will be putting the names
of the objects into his long term memory.
She may move one step ahead and associate the language with the environment,
asking if the child can point to another cube in the classroom. The second period may
be extended to several days.

The Third Period: (What is this?)

Once the directress is sure that the child can name the object, she challenges the child
to name the objects himself. For example the directress might point one of the objects
and ask, :” What is this?” The child should then respond, for example, : This is a cube”.
The purpose of the Three Period Lesson is to help the child to better understand and to
allow you to see how well the child is grasping and absorbing what you are showing
him.

Memory Games:
Memory games are to be introduced to the child when the child’s interest in the material is
fading and to bring new interest to the material the child already knows 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 periods lesson is given, depending on the game itself.

Game 1: Matching at a Distance

 Place two different tables or mats at a distance from one another.
 Place one of a pair of materials, one on each mat/table.
 The directress then selects one of the pairs, feels her thoroughly with her hands.
She asks the child to feel it also, and then bring the match from the mat/table.
 Repeat this until all of the matches have been made.
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Game 2: Grading From a Distance
A. From an Extreme
 Place two different tables or mats at a distance from one another.
 Place the grading materials (e. g pink tower, broad stairs, tablets from color box
three etc.)
 Pick up one of the extremes (for example the largest cube in the Pink Tower),
move to the other mat and place it there.
 Ask the child to feel it and bring the cube which is just a little bit smaller than
this one.
 Continue up to the smallest cube.
B. From a Midpoint:
 Place two different tables or mats at a distance from one another.
 Place the grading materials at random on one of the mats/tables.
 Pick one of the pieces near the middle (for example one of the middle sized
cubes in the Pink Tower,) move to the other mat and place it there.
 Ask the child to feel it and bring the cube which is just a little bit smaller or bigger
from that one.

Q4. Explain all exercises briefly in chapter 4.1 Exploring

Dimensions. Make illustration and mention vocabulary also.
Answer: “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 colors but vary in length,
width, height, or thickness.

Exercises:
 The Cylinder Blocks:
a. Materials: Four lightly varnished wooden blocks each containing ten cylinders.
The cylinders are vary in size in a regular way. Each cylinder has a wooden knob to
hold it by.

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

Block 2: The diameter increases from 1cm to 5.5cm

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The height increases from 1cm to 5.5cm

Block 3: The diameter increases from 1cm to 5.5cm

The height increases from 1cm to 5.5cm

Block 4: The diameter remains the same.

The height increases from 1cm to 5.5cm

b. Exercises:
1) Take consent of a child.
2) The directress begins the exercises with holding the knob of the first cylinder.
3) Remove and place it on the table without making any noise.
4) When she is done, she will select the largest and return it to its place to its
appropriate hole without making any noise.
5) After completing her presentation, she will ask children to do the exercise.
6) After doing block1, then he should be presented with block2, and 3.

Vocabulary Block 1
i. Big – Small
ii. Big – Bigger – Biggest
iii. Small – Smaller – Smallest

Vocabulary Block 2
i. Deep – Shallow
ii. Deep – Deeper – Deepest
iii. Shallow – Shallower- Shallowest

Vocabulary Block 3
i. Thick – Thin
ii. Thick – Thicker – Thickest
iii. Thin – Thinner – Thinnest

Vocabulary Block 4
i. Tall – Short
ii. Tall – Taller – Tallest
iii. Short – Shorter – Shortest

2. Pink Tower:
Materials:
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The materials consists of ten wooden cubes varying in size from 1 cubic centimeter to 1
cubic decimeter (1cm3 to 10cm3

Exercise I
i. Select a mat and spread it on the floor to work.
ii. Take the consent of the child and move Pink Tower (one to three cubes at a
time depending on the size of the cubes) to the work place with the help of
the child indicating the place of the tower in the shelf to the material back after
use.
iii. The child I made to either sit or stand on the left hand side of the directress of
the for the clarity of view
iv. Hold the largest cube with both your hands and move it closer to other cubes
in order to compare the sizes and make sure that you are holding the biggest
one.
v. After comparing place the biggest cube on the mat right in front of you, and
look for the second biggest cube.
vi. Now, hold the second biggest with both your hands and compare it with the
others as step 4.
vii. Place the second biggest cube concentrically on the previously placed cube.
One must place right in the middle of the previously placed cube very
carefully, so that she doesn’t have to adjust its position after placing it.
viii. Pause and look at the cubes, and then go for the next one. At this point the
child can see that a deliberate choice is being made.
ix. Compare and place all the remaining cubes in the same way.
x. After placing the last smallest cube at the top of the tower, place both the
hands on the sides of the biggest cube and slowly move them upward along
sides of the tower, bringing your hands closer gradually as moving upward
and avoiding contact with the cubes. Let the hands join each other over the
top of the tower. The purpose of this step is that the child gets an idea how
the tower becomes gradually narrower till it reaches its peak. Secondly, if
there is error child can notice it.

3. Broad Stairs
a) Materials:
10 brown wooden prisms of the same length (20cm) but differing in height. They vary
from 10cm x 20cm to 1 cm x 1cm x 20cm.

b) Exercise:
1. Select a mat and spread it on the floor.
2. Mix the prism on the floor but make sure they are not touching each other.
3. Hold the largest prism and compare it with others and make sure that you are
holding largest and thickest one.
4. Place it towards the far left side of the mat in such a way that square side pf
the prism is facing towards you.
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5. Find the second thickest prism and compare it with other.
6. Bring it closer to the largest one and push it towards largest one and there
must not be any space between these two.
7. Continue to arrange rest of the prisms.
Vocabulary
1) Prism
2) Broad Narrow
3) Broad, Broader, Broadest
4) Narrow, Narrower, Narrowest

4. The Long Rods

(a) 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.

(b) Exercise 1
1. Place all rods horizontally and randomly on it.
2. First hold the smallest rod with both the hands compares with others and pt it on left
of the mat.
3. After that, take the slightly longer rod compare with other rods; put it carefully without
any mistakes aside of first rod.
4. Repeat it until all rods finished.
5. The shortest rods near to the directress and the longest rod farthest on mat.
(c) Exercise 2
1. Directress arranges the rods as in exercise 1.

2. Hold the smallest rod with the index finger of both hands and place it side with other
rods just to compare its length.

(d) Vocabulary
1. Long, short
2. Long, Longer, Longest
3. Short, Shorter, Shortest

(5) The Knob less Cylinder

(a) Materials.
1. Yellow Cylinders (Big Small) vary in height-diameter
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2. Green Cylinders (Deep – Shallow) Vary in height-diameter
3. Red Cylinders (Thick- Thin) vary in diameter
4. Blue Cylinders (Tall-Short)

(b) Exercise
1.Directress use table or mat for this.
2.Teach the child how to open the lid of the box of cylinders
3.Place all cylinders randomly on table.
4.Hold the largest cylinder with hand compares with others and put it on the canter of
the table.
5.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.
6.Repeat it until all cylinders finished and tower build.
(c) Vocabulary
1. Large, small
2. Large, Larger, Largest
3. Small, Smaller, Smallest
4. Thick, Thin
5. Thick, Thicker, Thickest
6. Thin, Thinner, Thinnest
7. Tall, Short
8. Tall, Taller, Tallest
9. Short, Shorter, Shortest

Q5. 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 t understand 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 remember 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.
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Tactile Exercises are divided in to four classifications:

Sense Classification Different Exercises

Exploring Textures Touch board, Touch
Tactile Sense Tables, Touch the Fabric
Exploring Weights Baric Tablets

Exploring Temperatures Thermic Bottles, Thermic Tablets

Exercises of Sterogonostic Sorting Trays, Mystery Bags, Puzzle

Sense Maps, Sandpaper Globe

In Montessori program, materials such as the Rough and Smooth (Touch)Boards,

Touch Tablets, and Fabric Box, ae some of the First touch materials that child will use.
Look for the fabric, wood, different grades of sandpaper, different types of paper, and
other materials that help your child to learn about the language and explore the
experience of touch.

1. Exploring Textures: Touch Tablets

(a) Materials:
One box having five pairs of wooden tablets with gradations of roughness. A
blind fold.

(b) Procedure:

I) Take out two to three pairs with grater 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 while using blind fold. Now again mix the tablets and
allow child to do this himself.

Here child learn a tactile sense to differentiate between rough and smooth. The
blindfold will help the child to focus on his attention upon one sense. Children learn the
vocabulary by three period lesson.

Vocabulary:
Heaviest and Lightest
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 a 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.

3) Exploring Temperatures: 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.

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 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 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.
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Q6. Prepare materials of smell bottles and mystery
bag.

Picture 1. (Things to be used) 3 bottles having holes upward with 3

different dry substance.
baby powder, cardamom powder, jasmine powder

Picture 2. (Things to be used) 3 bottles having holes upward with 3 different liquid
substance.

Dettol liquid, body mist, coconut oil

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Set of Dry substance to make pairs

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Mystery Bag:
Things used in Mystery Bag.