Roll no: D15948 [Title] assignment module: - 3

Assignment module:3
Name: Atia Adnan
Roll no: D15948

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 Sensorial: -

all 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.
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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 2. 2: Tactile 3. 3: Baric 4. 4: Thermic

Sense Sense Sense Sense
5. 5: Auditory 6. 6: Gustatory 7. 7: Olfactory 8. 8: stereo Sense
Sense Sense Sense gnostic

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

Visual Sense: In this exercise child learns how to visually discriminate differences
between similar objects and differing objects.
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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.

Tactile practice
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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 eye

Thermic Sense:
In this exercise child works to enhance his sense of
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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.
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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.
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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”. reality.
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Qno2: =What is stereo gnostic sense and how can we develop it?
Ans: -
Stereo gnostic sense is the ability to perceive and understand the form and nature of
objects by the sense of touch.

Stereo gnostic Sense:

The stereo gnostic 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 stereo gnostic sense are Geometric solids, Mystery
bags, Sorting Trays, Puzzle maps, and Sandpaper

Developing Stereo gnostic Sense: -

The development of the Stereo gnostic 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 stereo gnostic
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 Stereo gnostic 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 stereo gnostic activities are first
done with eyes open and then by using blindfold. But try not to force children to use
blindfold. By doing very simple but interesting exercises we can start developing strong
stereo gnostic sensorial
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Mistry 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.
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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:
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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:
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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 and
These are great group and individual exercises that children can play anywhere.

Q no: -3 Write a note on three period lesson and memory games?

Ans: -
Three period lessons are used throughout the Montessori environment to help introduce
a new lesson or concept and lead the children along a path to understanding and mastery.
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However, in the area of language they are used to increase, enrich and broaden a child's
vocabulary.

The Three Period Lesson is to be given after the child has had much experience with the
material itself.

The Three Period-Lesson: -

The Three Period-Lesson are:

Begin this learning, by putting three contrasting objects on a table in front of a child. For
example, a block of, circle, square and triangle.
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1. Naming Period:

1: This period is overall rather short as it simply involves giving the object a
name.
2: Directress point to the first object and say circle.
3: Repeat names several times clearly and slowly. Also make small
sentences like “This is a circle”.
4: Child observed the object hold it in his hand feels it.

2. Recognition and Association Period:

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1: This period is much longer then the first one.

2: Rearrange the objects and ask the child to show you.
3: Ask child to “Show me the circle”, or “Put your finger on the triangle”.
4: Rearrange the objects and again ask these questions.

3. Pronouncing Period:
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1: When directress sure that child remember all the objects plus their names
in to his long-term memory, then this period starts. This is a testing period.
2: Directress challenges the child to name the object himself.
3: Point out to one object and ask “What is this?”
4: If child fails to tell any name, casually end the lesson without making the
child feel as though he is failed. For this repeat second period.

There is the Three Period-Lesson for grading an object positively, comparatively, and
superlatively. Here taking an adjective to explain these periods

Grading Positives Comparatives Superlatives

First Period This is big book This book is bigger This book is
than this. biggest.
Second Show me the big book Show me the book Show me the
Period which is slightly biggest book.
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bigger than this

book.
Third Period What is this? Which book is Which book is
bigger? biggest?

Memory Games:

Memory games are to be introduced to the child when the child’s interest in the materials
is fading and to bring new interest to the material the child already know 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 period-lesson is given, depending on the game itself.

Purposes of Memory Games:

1. To prolong the activity with the material, this will assure a stronger absorption by
the child.
2. The games work as a motivation in discovering more variations of the material.
3. To help directress verify the child’s language of the material.
4. To bridge the work of quantity and to allow the child to discover the quality of the
materials in the word around him.
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Game 1: Matching at a Distance:

Two different tables placed with a distance.

1: Take a pair of material and put one on each table.
2: Directress takes one of the objects from one table and offer child to feel it by holding in his
hand.
3: Directress asks the child to bring the same object from the distant table. Repeat this until
all pair of material matched correctly.

Game 2: Grading from a Distance:

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Two different tables placed with a distance. Placed a grading material like pink tower
randomly on one table.

Question 4 -: Explain all exercises briefly in chapter 4.1 Exploring Dimension.

Make illustrations/diagrams and mention vocabulary also.
Ans-:

Exercise of development of the visual sense: -

visual exercises are an important part of Montessori sensorial training program they are
further subdividing into the following groups.
No1: -exploring dimension
No2: -exploring colors
No 3: - explaining shapes
No 4: - exploring patterns
Exploring dimensions -:
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Exploring Dimensions:
Exploring dimension is a basic division of Visual sense. In these exercises' child can
differentiate between objects which have similar shapes and color but different in length,
width, height and thickness. Below are the few exercises:
1. The Cylinder Blocks 2. The Pink Tower 3. The Broad Stairs
4. The Long Rods 5. The knob less
Cylinders
The Cylinder Blocks:

Materials:
Four finely polished wooden blocks each having ten cylinders. Cylinders have knob to
hold.

Block 1 Block 2 Block 3 Block 4

Cylinders Cylinders Cylinders Cylinders
Vary in height, Vary in height, Same height of Same diameter of
length and length and 5.5cm 2.5 or 3 cm
diameter, 5.5cm to diameter by 1/2cm
1cm (5.5cm to 1cm)

Largest one is Height increases by Diameter Height decreases

tallest and thickest 0.5cm (from 1cm to decreases by by 0.5cm (from
5.5cm) 0.5cm (from 5.5cm 5.5cm to 1cm)
to 1cm)
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I. Exercise:
In this exercise directress guide the child how to hold the cylinder from the knob and then put it
into the table. After bringing all the cylinders from Block 1 to the table, directress put each
cylinder back into the block without making noise. Repeat this exercise with Block 2 and
3. When few children mastered in these three blocks after that Block 4 introduce.

II. Exercise:
In this exercise directress guide the child how to use two blocks at a time. Mix cylinders and then
put them back to their right position.

III. Exercise:
In this exercise directress guide the child how to use three blocks at a time while placing them
in a triangular shape. Mix cylinders and then put them back to right position.

IV. Exercise:
When child mastered with all three blocks then directress guide the child how to use all blocks
at a time. Placed all blocks on table in shape of square. Mix the cylinders inside the square
and then put them back into their right position.

The Pink Tower:

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Materials:
Ten wooden cubes from the size of 1cubic centimeter to 1cubic decimeter. Cubes may
be finely painted with pale pink or plain wooden finely lacquered. Strong pink color
avoided.
1. Exercise:
In this exercise directress use table or mat for this, place all cubes on it. First hold the biggest
cube with both hands compares with others and put it on the table. After that, take the
second biggest cube compare with other cubes; put it carefully without any mistake on
the middle of the first cube. Repeat it until all cubes finished and a tower build. Now place
both hands on the sides of the tower, slowly move hands upward aside the tower, hands
join each other at the top of the tower. When child mastered this exercise introduce him
the second one.

II. Exercise:
In this exercise directress make the tower exactly the same way just like in exercise 1, but this
time the cubes are placed on the one corner side of the previous one. This shows that
one side of the tower is straight. The smallest cube first place at the top of the bottom
cube and with the help of index finger pushed it to the top of tower. This helps the child
to differentiate the sizes.

III. Exercise:
In this exercise directress make a tower horizontally on the table. Place the largest cube on the
right-hand side. Place the second cube very carefully in the center of the previous cube.
Repeat it with all cubes.

The Broad Stairs:

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Materials: Ten brown wooden prisms having same length of 20cm but vary in height and
width from1 cm to 10 cm.
Prism 1 Prism 2 Prism 3………… Prism 10
Length 20 cm 20 cm 20 cm …………. 20 cm
Width 1 cm 2 cm 3 cm …………… 10 cm
Height 1 cm 2 cm 3 cm …………… 10 cm

I. Exercise: In this exercise directress use table or mat for this, place all prisms randomly
on it. First hold the largest and thickest prism with both hands compares with others and
put it on the table. After that, take the second largest and thickest prism compare with
another prism; put it carefully without any mistake aside of first prism. No space between
the prisms left, if there is space slightly pushed second one towards the first. Repeat it
until all prisms finished and a horizontal stair build. Now pass hand over the stairs from
biggest and thickest to the narrowest. When child mastered this exercise introduce him
the second one.
II. Exercise:
In this exercise directress build the stairs just like exercise 1 but for showing child the difference
of the height of the smallest prism, she holds each step of the stair from index finger of
both hands and sige .then again place it to proper position.
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The Long Rods:

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.

I. Exercise: In this exercise directress use mat for this, place all rods horizontally and
randomly on it. First hold the smallest rod with both hands compares with others
and put it on the left of the mat. After that, take the slightly longer rod compare
with other rods; put it carefully without any mistake aside of first rod. Repeat it
until all rods finished. The shortest rod near to the directress and the longest rod
farthest on mat.
II. Exercise: In this exercise directress arrange the rods as in exercise 1. Hold the
smallest rod with the index finger of both hands and place it aside with other rods
just to compare its length.

The Knob less Cylinders:

Materials: Four sets of wooden cylinders.

Yellow Cylinders Green Cylinders Red Cylinders Blue Cylinders

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Big-Small Deep-Shallow Thick-Thin Tall-Short

Vary in height- Vary in height- Vary in diameter Vary in height

diameter diameter

Exercise:
In this exercise directress use table or mat for this. First teach the child how to
open the lid of the box of cylinders. Then place all cylinders randomly on table.
First hold the largest cylinder with hand compares with others and put it on the
center of the table. After that, 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. Repeat it until all cylinders finished and tower build.

Q No: - 5 How does Montessori program help develop tactical sense?

Ans: -
How Tactile Learning is Beneficial: -

Childhood development is a tricky concept, but it can be managed. Children learn

through a variety of ways, but learning through the senses is the biggest way. Most
teaching, up until this past year, has been done specifically to target visual and audible
learners. Teaching through the means of tactile and Montessori education can help a
child develop fully by using the senses and hands-on experiences as well as these
visual and auditory means. Consider a baby. Their first impression of the world is done
through touch. It is important for the development of a child by teaching them that touch
is a valuable asset to learning.

Throughout the years, touch has been known to help prevent fidgeting, loss of attention,
and even less distraction in the classroom. Since many children have plenty of energy
and low attention spans, sitting still in a desk is the fastest way to lose them in the
classroom. Tactile learning systems avoid that by having children focus on something
they are doing with their hands. It can help students learn more, understand better, and
work through problems more efficiently.

Tactile Exercises are divided into four classifications:

Sense Classifications Different Exercises

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Exploring Textures: Touch Board, Touch Tablets, Touch the

Fabric
Exploring Weight: Baric Tablets
Tactile Sense
Exploring Temperatures: Thermic Bottles, Thermic Tablets
Exercises of Sorting Trays, Mystery Bags, Puzzle Maps,
Stereognosis Sandpaper Globe
Sense:

How Montessori program help to develop Tactile Sense:

In Montessori program, materials such as the Rough and Smooth (Touch) Boards, Touch
Tablets, and Fabric Box are some of the first touch materials that child will use. Look for
fabric, wood, different grades of sandpaper, different types of paper, and other materials
that help your child learn about the language and explore the experience of touch.
Note: For all different exercises mention above the pre-requisite is to sensitize fingers.
Below mention few exercises and how to do it.

Exploring Textures: Touch Tablets:

Materials: One box having five pairs of wooden tablets with gradations of roughness. A
blindfold.
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Procedure:
1. Take out two to three pairs with greater contrast and put it on the table.
2. Mix them and then pick one tablet at a time feel it in hand, lightly stroke it and
then put aside.
3. Tell the child “I am going to find the one which is just like this”.
4. Find the other tablet and put it with previous one. Allow child to feel the similarity.
5. 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.
6. 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: rough and roughest
Directress plays five memory games with the child.

Exploring Weight: Baric Tablets:

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.
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Procedure:
o
1. Bring two boxes on table which contains heaviest and lightest tablets.
2. Directress shows the child how to hold the tablet in palm of a hand.
3. 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.
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.

Exploring Temperature:
Thermic Bottles:

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.

Procedure: Directress prepares bottles.

1. 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 and let the child take the bottles and feel it.
2. Repeat with second set, third and fourth. Mix them and line up and let the child
do it by
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himself under directress supervision.

Here child 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 with the child.

The purpose of the Sensorial materials is to aid the child in refining the child’s pitch,
temperature, and weight and is utilizing language in describing these qualities.
These materials are an integral part of developing the whole child directly building the
“mathematical mind” and indirectly preparing for writing.