Roll no: D16089

Name: Bint-e-fatima
Year: 2020
Module no:3

Q1.write a comprehensive note on the importance of sensorial exercises.

Ans. Importance of Sensorial Exercises in Montessori

The word sensorial is derived from the word sense. It refers to the sensation that a sense sends to
the brain at the time of receiving a stimulus from the environment. So that the Sensorial
exercises are those exercise which sharper the ability to use the senses. 
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 is able to
concentrate on the refinement of all his senses.
Importance of Sensorial Exercises:
Sensorial exercises are very important for children.  The child needs to acquire clear, conscious,
information that one can perceive from the environment.  So, in order to get better abilities to use
senses, sensorial exercises are important. These exercises enable the child to adjust in all kind of
circumstances. During the sensitive period (0-7) of development, the child develops his sensorial
development very rapidly. Sensorial exercises enable child to make decisions and can learn fast.
 Through sensorial exercises, the child begins to understand his environment.  Dr. Montessori
said that:
The senses, being explorers of the world, open the way to knowledge. Our apparatus for
educating the senses offers the child a key to guide his explorations of the world, they cast a
light upon it which makes visible to him more things in greater detail than he could see in the
dark, or uneducated state."

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.      Stereognostic 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.
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”. ((Montessori, Maria (1997) the Discovery of
the Child, Oxford, England: Clio Press)
Through these categories, the child experienced his first step in organizing his intelligence. The
child needs to master in all senses. He gets clear, conscious and he able to perceive his
environment more effectively.   Dr.Maria Montessori believed that senses are developed at birth

 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.

Q2.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 Globe.
How to develop 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 try not to force children
to use blindfold. By doing very simple but interesting exercises we can start developing strong
stereognostic sense.
Mystery Bags:
Ø  A bag that has a drawstring to hide the contents.
Ø  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.
Ø  Child look all these objects, feel them by touching via hands. Introduce names of each item.
Ø  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.
Ø  Then open his eyes and sees what it is.
Sorting Trays:
Ø  A tray having four or more saucers.
Ø  Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc. separately.
Ø  Another tray of same quantity of saucer but empty.
Ø  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.
Ø  Then child closes his eyes or used blindfold, again feel the items, named it, and then put it into
the second tray.
Ø  Then open his eyes and sees how perfectly he done.
Ø  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:
Ø  A puzzle map of Pakistan and a Globe.
Ø  Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.
Ø  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.
Ø  Focus on puzzle.
Ø  Child point out the outline of each province and named the province.
Ø  Slowly and carefully put all pieces of puzzles one by one back into the puzzle.
 Sandpaper Globe:
Ø  A world Globe with land areas covered with sandpaper and water are with blue paint.
Ø  Child holds the globe and calls its name.
Ø  Child point to the sandpaper area and says “This is land”, the point to blue area and say “This is
water”.
Ø  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.

Q3.Write anote on three-period lesson and memory games.

Ans. The Three-Period Lesson

As a parent interested in the Montessori method, you may have heard about the three-period
lesson, a hallmark of Montessori education that helps young children learn vocabulary and
concepts.
In simple terms, the three steps, or periods, are:
 1. Naming (Introduction) "This is a dog."
 2. Recognizing (Identification) "Show me the dog."
 3. Remembering (Cognition) "What is this?"
The three-period lesson was developed by Edouard Seguin, a French physician who worked with
special needs children in France and the United States during the late 19th century. He
discovered ways to increase children's cognitive abilities and believed in the importance of
developing their self-reliance and independence. Seguin's writings were a major inspiration to
Maria Montessori and the source of many of her practical ideas.
Your role as your child's first teacher is not the same as a trained educator. Quite naturally, you
have been using the three-period lesson as you communicate with your baby and toddler. Your
use of this "lesson" is much more informal than in a classroom setting. It is a tool to allow you to
see your child's knowledge of a particular concept, and a technique to keep in mind throughout
his childhood.
"Look, Mom, Girls at the Piano!"
Here's a fond memory I have of the three-period lesson in action with my own family:
When my children were young, my mother sent them postcards of famous artworks. We would
briefly talk about the picture, the title, the artist, and then place the card on a small easel on a
shelf in their rooms. When she visited, my mother would play games with the children using the
postcards. One rainy Sunday afternoon when our family was visiting the Metropolitan Museum
of Art, my 3 1/2 year-old daughter suddenly shouted out, "Girls at the Piano," as we entered a
gallery. There was Auguste Renoir's painting, bigger than life, and one excited little girl,
delighted with her discovery.
The First Period: "This is _______."
You have been naming people, places, and things for your baby from the very beginning. These
names are used over and over, clearly isolating and identifying objects with one-word
descriptions.
The baby hears the sounds and begins to understand language. Children will not distinguish
differences at this early age - for example all people may be "mama" or all animals might be
called "dogs." Lots of names are learned before a child learns to speak, and understanding often
comes before a child is able to verbalize.
Learning takes place through all the senses, not just by hearing. Babies touch, taste, squeeze,
smell, push, and manipulate everything. As you identify concepts such as "hot" or "cold,"
children not only learn the vocabulary but they also experience the quality. They miraculously
internalize the world through all their senses. Montessori refers to this innate ability as the
"absorbent mind."
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 things.
You may have noticed that your child looks in the direction of an object you name. She is indeed
connecting the word with the object. Later, your little one understands simple instructions.
Montessori identified how important movement is for learning, so play games that incorporate
movement. For example, ask your child to find the ball and bring it to you. Peek-a-Boo games
help children learn during the second period. "Where is Teddy? There he is!" Naming games are
fun for children whether reading together, riding in the car, or playing "I Spy" at home. "Where's
the horse?" "Find the red balloon." "Where is your excavator?"
Enjoy watching your child absorb information about the world, and recognize objects. There is
no reason to hurry on to the third period until your child has fully experienced and learned
vocabulary during this second level of learning. This process might continue for months, weeks,
or days.
The Third Period: "What is this?"
Although some call the third period "the test," don't ask your child a vocabulary question until
you know he will be successful. Recall how delighted you were when your child first said
"Mama" or "doggie." When the child can name something, it signals cognition, the third step of
learning. If you ask, "What is this?" your child might not know. This tells you that more
repetition and experience is needed. Never indicate that your child has failed. Just go back to the
second period. Play more naming games, reintroduce vocabulary while you talk about what you
see, and then enjoy your child's amazing "absorbent mind."
"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.
—Elizabeth Hainstock, Teaching Montessori in the Home
—by Jane M. Jacobs, M.A., Montessori Educational Consultant at Montessori Services. She is a
trained primary Montessori directress and also a Licensed Marriage and Family Therapist. She
has taught children aged 2 to 7 years in Montessori schools, Headstart, and also in a preschool
for children with developmental challenges. In her counseling practice, she helps individuals,
couples, and families.
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) 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 pick 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.
Stereognostic: 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 colour tablets onto it
randomly. She then points towards any one of the colours and asks the child to identify
something in the environment of the same colour or similar shade, repeating the exercise for all
of the colours.
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 colour 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 colour tablet closet to the
colour/shade of the curtain.

Q4: 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 centimetre to 1 cubic decimetre and pale
pink in colour.

(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 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 of the same length but varying height and width
from 1 centimetre to 10 centimetres (or 1 decimetre 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

(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 Knobless 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.

(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, largest

Small, smaller, smallest

Set 3:

Thick, thin

Thick, thicker, thickest

Thin, thinner, thinnest

Set 4:

Tall, short

Tall, taller, tallest

Short, shorter, shortest

Q5: how does montesorri program help develop tactile sense?

Ans: Tactile Sense

In Tactile sense child learns to perceive his world via touch. For young children, the sense of
touch is a key to understanding 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 be
remembered 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.

Tactile Exercises are divided into four classifications:

Sense Classifications Different Exercises

Exploring Textures: Touch Board, Touch Tablets, Touch the
Fabric
Tactile Sense Exploring Weight: Baric Tablets
Exploring Temperatures: Thermic Bottles, Thermic Tablets
Exercises of Sorting Trays, Mystery Bags, Puzzle
Stereognostic Maps, 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.
 Procedure:
Ø  Take out two to three pairs with greater contrast and put it on the table.
Ø  Mix them and then pick one tablet at a time feel it in hand, lightly stroke it and then put aside.
Ø  Tell the child “I am going to find the one which is just like this”.
Ø  Find the other tablet and put it with previous one. Allow child to feel the similarity.
Ø  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.
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.

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

Ø  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.
Ø  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 the
vocabulary by three period-lesson. Vocabulary: Hot and cold. Directress plays five memory
games with the child.