Assignment module:3

Name:Atia Adnan
Roll no :

Q no:1_=Write a comprehensive note on sensorial Exercise?

Ans=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 Sensor:-

ial 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.

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.    1:   Visual Sense 2.    2:  Tactile Sense 3.    3:  Baric Sense 4.   4:   Thermic Sense

5.    5:  Auditory Sense6.    6:  Gustatory 7.    7:  Olfactory 8.    8: stereognostic

Sense Sense
Sense

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 triangl e) and
mathematically exact relationships enrich the child's experience so that abstract
concepts may attach to
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 ey
Thermic Sense:  In this exercise child works to enhance his sense of
temperature.

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.
Stereognostic 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”. reality.
Qno2:=What is stereognostic sense and how can we develop it?
Ans= Stereognostic sense is the ability to perceive and understand the form and nature of objects by
the sense of touch.

Stereognostic Sense: The stereognostic sense exercises enable the child to develop concepts by
feeling objects and making recognition based on the feeling. The exercises include also movement of the
hand and arm around the object, creating an impression of movement as added to the sense of touch,
resulting in what is known as muscular memory. This is the knowledge derived from the recognition of
the movements made. The Montessori materials and exercises used in the stereognostic sense are
Geometric solids, Mystery bags, Sorting Trays, Puzzle maps, and Sandpaper

Developing  Stereognostic Sense: The development of the Stereognostic sense is an important

part of the child’s work in the sensorial area. Just as important as any of the other of senses, the
stereognostic sense allows the child to discriminate size and shape through the use of touch. The use of
this sense allows the child to have a mental picture through the use of touch and movement. 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. In addition to using our sense of touch to determine texture and weight, our sense of touch
can also provide information about size and shape.

Exercises for Stereognostic Sense: Below are few exercises that can be used to enhance this
sense. The directress needs to do all these exercise in front of the child herself. The stereognostic
activities are first done with eyes open and then by using blindfold. But tr y not to force children to use
blindfold. By doing very simple but interesting exercises we can start developing strong stereognostic
sensorial

Mystry bags
 1=A bag that has a drawstring to hide the contents.  

2=Fill that bag with amazing contents such as tiny pebbles, glass marbles, soft feathers, wooden blocks,
ribbon, spoons, key, small cars, etc. and anything else you find interesting.

3=Child look all these objects, feel them by touching via hands. Introduce names of each item.

4=Then closes his eyes or used blindfold, put his hand in the bag feel the object and named it and then
takes it out from the bag

5= Then open his eyes and sees what it is.

Sorting Trays:
1=  A tray having four or more saucers.

2=  Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc. separately.

3=  Another tray of same quantity of saucer but empty.

4=  Child first checks all these things by their hands and feels them. And then put each item in the second
tray’s saucer separately. Introduce names of each item.

5=  Then child closes his eyes or used blindfold, again feel the items, named it, and then put it into the
second tray.

6= Then open his eyes and sees how perfectly he done.

7=  It can also be done by changing this exercise as by mixing all these items in one bowl and child needs to
separate them in different saucers.

Puzzle Maps:
1= A puzzle map of Pakistan and a Globe.

2=  Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.

3= Show the child a globe and the complete map of Pakistan. Show the child where is Pakistan in the Globe.
After that put that globe aside.

4=Focus on puzzle.

5=  Child point out the outline of each province and named the province.

6= Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

Sandpaper Globe:
1=  A world Globe with land areas covered with sandpaper and water are with blue paint.

2=  Child holds the globe and calls its name.

3=Child point to the sandpaper area and says “This is land”, the point to blue area and say “This is water”.

4=  Feel another area on the globe and repeat where land is and where water is.

These are great group and individual exercises that children can play anywhere.