THE MONTESSORI SENSORIAL MATERIALS

The Sensorial Materials are calculated materials designed to teach the child to match grade and
differentiate through the use of his senses.
1. AIMS
- To help the child concretize abstractions more easily and more accurately.
- To help the child’s mind focus on some particular quality of an object as the idea of length, size,
etc.
2. THE SENSITIVE PERIODS
This is predominant during the first six years of life. Children love to handle things they see.
Montessori, recognizing this instinct, developed the sensorial program of making use of tested and
precision materials.
3. ISOLATION OF THE STIMULUS
These materials are effective because of the isolation of particular sensory stimulus such as length,
color height and magnitude. This impression of a single quality is made possible by making other sensorial
aspects of the objects uniform.
4. “CONTROL OF ERROR”
A break in the graduation of sizes, colors or shapes will serve as a reminder that something is wrong.
The material always allows the child to correct the error or disorder himself.
4. “PRINCIPLE OF ABSTRACTION”

Based on Aristotle’s principle “There’s nothing in the intelligence that has not passed first through the
senses.”
The process of “abstraction” is as follows:
a. Material object is presented. Ex. Door
b. Sensation of the material object is experienced (feeling hard, smell of wood, hearing, seeing four
sides)
 c. As material is removed, the mental image of the object is retained (four-sided hard object through
which one enters a room).
d. From this mental image is drawn off and abstracted the pure idea of that particular object. (All doors
are four-sided objects to cover entrance to rooms

FOUR PLANES OF DEVELOPMENT

1. SENSORIAL EXPLORATION – (Development of Self) Thru: - Absorbent Mind

Sensitive Period starts from 0 ages. The ideal age for Preschool Level starts even before 3 and ends until
6 years of age. Children through the exploration of their five senses form their individual capacities and
selfhood (individual formation), which are to develop independence, coordinated movement, order,
language and math.
A period of Transformation-------divided into two:
 a. 0-3 years: The Absorbent Mind (unconscious)
b. 3-6 years: The Absorbent Mind (conscious)

2. REASONING EXPLORATION (Development of Social Being) Thru: - Formation of the Intellect Immense
Appetite for Knowledge. Elementary Education that starts at the age of 6 and ends at the age of 12.
3. HUMANISTIC EXPLORATION (Development of Respect & Commitment to Society for
themselves) It is the High School or Secondary Education that starts during their adolescent period
from 12 to 18.
4. SPECIALIST EXPLORATION is the College Level (Development of Personal Career for Financial
Reward or Economic Independence & Contribution to Society) (final plane of development) at the
age of 18 to 24.

MONTESSORI CURRCULUM

FIVE LEARNNG AREAS IN A MONTESSORI CURRICULUM

1. PRACTICAL LIFE EXERCISES “Sensitive Period for Movement”

a. To teach independence through self-care.

b. To teach social grace
c. To develop the refinement and precision of hand and body movement.
d. To develop a sense of order and discipline.

2. SENSORIAL EXERCISES “Sensitive Period for Sensation”

a. To develop the ability to discriminate color form dimension sound taste smell and touch.
b. To sharpen the child’s sense of observation which is the basis of mental alertness.
c. To enrich the sensorial language expression.
3. LANGUAGE “Sensitive Period for Language”

a. To develop the child’s ability to listen.

b. To encourage a free oral expression during his “sensitive period” for language.
c. To enrich the child’s vocabulary.
d. To lessen the difficulties n reading and writing by providing a series of exercises which
incorporate step by step the maturation these two sills.

4. MATHEMATICS “Sensitive Period for Order”

a. To help the child understand and learn basic math concepts and operations.
b. To establish number readiness through concrete experiences, stories, songs games, etc.
c. To acquaint the child with the systematic grouping of numbers for ex. 1-10; 10-thousand; other
miscellaneous types of counting
d. To integrate arithmetic and geometry experiences in one’s movement – for ex. The ability to
calculate.

5. CULTURAL ARTS “Sensitive Period for Cultural Interest in the Environment

To allow the child to experience and learn about the things around him:
a. Geography – facts about the world where the child lives.
b. Botany and Zoology – facts about plant and animal life in this world
c. Science – physical phenomena exhibited in this world
d. History – facts about the changes of things with time
e. Music and Arts – how people of the world express their love and feelings for life.
 MONTESSORI ACTIVITIES AND MATERIALS PER LEARNING AREA

I. PRACTICAL LIFE EXERCISES –

A. Exercises in coordination and control of movement

1. Rolling and Unrolling Mat

2. Setting at the Table
3. Storing a Chair
4. Carrying a Chair
5. Carrying an Apparatus
6. Walking the line (Heel & Toe)
7. Silence Game
8. Sorting
9. Dry Pouring
10. Spooning
11. Liquid Pouring
12. Sponge Squeezing
13. Basting
14. Cleaning a Spill
15. Use of Scissors
16. Shoe Polishing
17. Bread Grating
18. Carrot Cutting
19. Orange Juice Squeezing
B. CARE OF PERSON
1. Blowing of Nose
2. Dressing the Frame:
a. Button Frame
b. Zipper Frame
c. Buckle Frame
d. Lacing Frame
e. Bow Tying Frame
C. GRACE AND COURTESY
1. Grace and Courtesy
2. Opening and Closing the Door

D. CARE OF ENVIRONMENT
1. Folding a Dish Cloth / Napkin
2. Care of Book
3. Crumbling Table Washing
4. Mirror Polishing
5. Sweeping
6. Table Washing / Polishing