Name: Ridha Naveed

Roll No: D19440

Name: Ridha Naveed

Roll No: D19440
Assignment: Module 3 ”Exercises of Sensorial Development”

Q1: Write a comprehensive note on the importance of Sensorial exercises.

Preschool years are a critical period in a child's development, laying the foundation for
future learning and success. During this stage, children are like sponges, absorbing
information from their surroundings and refining their cognitive, emotional, and motor
skills. Sensorial exercises, which focus on stimulating the five senses – sight, hearing,
touch, taste, and smell – play a pivotal role in shaping a preschooler's overall
development. This comprehensive exploration will delve into the importance of sensorial
exercises for preschoolers, elucidating their impact on cognitive, social, emotional, and
physical aspects.

Development of Cognitive Skills:

1. Enhanced Perceptual Abilities:

Sensorial exercises provide rich opportunities for preschoolers to refine their perceptual
abilities. Activities that involve sorting, matching, and categorizing objects based on
sensory attributes contribute to the development of critical thinking and problem-solving
skills.

2. Stimulating Brain Connections:

Engaging the senses in a variety of activities helps establish neural connections in the
brain. When children explore textures, colors, sounds, and scents, they are creating
pathways that enhance their ability to process and interpret sensory information, thereby
fostering cognitive development.

3. Preparation for Academic Learning:

Sensorial experiences serve as a precursor to academic learning. By honing their

sensory perceptions, preschoolers build a strong foundation for understanding more
complex concepts in subjects like mathematics, science, and language arts.

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Development of Social Skills:

1. Encouraging Collaboration:

Many sensorial exercises involve group activities, encouraging children to collaborate

and interact with their peers. These shared experiences promote the development of
social skills such as cooperation, communication, and teamwork.

2. Building Empathy:

Sensory activities that involve recognizing and understanding emotions contribute to

the development of empathy. Preschoolers learn to identify and express their own
feelings while understanding and respecting the emotions of others.

3. Cultural Awareness:

Through sensorial exercises, children can explore diverse cultural elements such as
different tastes, scents, and textures. This exposure fosters an early appreciation for
diversity, laying the groundwork for cultural awareness and sensitivity.

Development of Emotional Skills:

1. Regulating Emotions:

Engaging the senses can have a calming effect on preschoolers, helping them regulate
their emotions. Activities like sensory bins or tactile exploration provide a soothing and
comforting experience, assisting children in managing stress and anxiety.

2. Expressing Creativity:

Sensorial exercises often involve creative expression, allowing preschoolers to explore

their imagination. This freedom to create and express themselves fosters a positive
emotional outlet, contributing to a child's overall emotional well-being.

3. Self-Discovery:

Through sensory exploration, children discover their preferences and dislikes. This self-
awareness is crucial for emotional development, helping preschoolers understand and
express their feelings, laying the groundwork for emotional intelligence.

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Development of Physical Skills:

1. Fine and Gross Motor Skills:

Many sensorial activities involve hands-on experiences, contributing to the

development of fine and gross motor skills. Sorting objects, manipulating textures, and
engaging in sensory play help strengthen muscles and improve coordination.

2. Spatial Awareness:

Activities that involve spatial relations, such as arranging objects by size or shape,
contribute to the development of spatial awareness. This skill is essential for activities
like writing, drawing, and navigating the physical environment.

3. Refinement of Senses:

Sensorial exercises contribute to the refinement of the five senses, enhancing a child's
ability to perceive and interpret the world. This refinement is vital for physical
development and the mastery of various skills.

Conclusion:

In conclusion, the importance of sensorial exercises for preschoolers cannot be

overstated. These activities play a pivotal role in fostering cognitive, social, emotional,
and physical development during a crucial stage of a child's life. By engaging the senses,
preschoolers not only lay the foundation for academic success but also develop essential
life skills that contribute to their overall well-being. As educators and caregivers,
recognizing and incorporating sensorial exercises into early childhood education is an
investment in the holistic development of the next generation.
Q2: What is stereognostic sense and how can we develop it?

The early years of a child's life are marked by rapid cognitive and sensory development.
One often-overlooked aspect of sensory perception in preschoolers is the stereognostic
sense, which involves the ability to recognize and identify objects through touch without
relying on visual cues. This sense is crucial for fine-tuning motor skills, enhancing
cognitive abilities, and promoting a deeper understanding of the surrounding
environment. In this exploration, we will delve into the definition and significance of the
stereognostic sense for preschoolers, and elaborate on effective strategies to nurture and
develop this sensory skill.
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Understanding Stereognostic Sense:

1. Definition:

Stereognostic sense, also known as tactile perception or haptic perception, is the ability
to perceive and recognize objects solely through the sense of touch. Unlike visua l
perception, which relies on sight, the stereognostic sense allows individuals to form
mental images of objects based on their tactile characteristics, such as shape, size,
texture, and temperature.

2. Importance in Early Childhood:

During the preschool years, children are in a critical stage of sensory development. The
stereognostic sense plays a fundamental role in refining motor skills, promoting hand -eye
coordination, and fostering cognitive growth. This sensory skill contributes to the overall
perceptual development of preschoolers, enabling them to explore and interact with their
environment in a more meaningful way.

Developing Stereognostic Sense in Preschoolers:

1. Sensory Exploration Activities:

Engaging preschoolers in a variety of sensory exploration activities is essential for the

development of their stereognostic sense. Activities such as sensory bins filled with
different textures, shapes, and sizes of objects provide opportunities for children to
explore and identify objects solely through touch.

2. Texture Recognition Games:

Incorporating texture recognition games into daily activities stimulates the

stereognostic sense. Introduce materials with varying textures like smooth, rough, soft,
and bumpy. Blindfolded activities, where children feel and identify objects, enhance their
ability to distinguish between different tactile stimuli.

3. Object Manipulation Exercises:

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Encouraging preschoolers to manipulate objects without relying on visual cues is a key

strategy. Activities like sorting, stacking, and building with objects of different shapes
and sizes enhance their ability to form mental images based on tactile feedback.

4. Blindfolded Mystery Boxes:

Create mystery boxes filled with various objects, and have children reach into the box
without looking. By relying solely on touch, preschoolers can develop their stereognostic
sense as they identify and describe the objects based on their tactile characteristics.

5. Tactile Art and Craft Activities:

Incorporating tactile art and craft activities not only fosters creativity but also enhances
the stereognostic sense. Activities like finger painting, clay modeling, and creating
collages with diverse materials provide opportunities for children to explore and identify
different textures.

6. Storytelling with Props:

Use storytelling as a medium to develop the stereognostic sense. Introduce props and
objects related to the story, allowing preschoolers to touch and feel the items as the
narrative unfolds. This multisensory approach enhances their ability to connect tactile
experiences with verbal information.

7. Outdoor Nature Exploration:

Nature provides an array of tactile experiences. Outdoor activities such as exploring

natural elements like grass, sand, leaves, and rocks contribute to the development of the
stereognostic sense. These experiences expose children to a variety of textures, fostering
a deeper connection with the natural world.

8. Incorporating Everyday Tasks:

Integrating the development of the stereognostic sense into daily routines is crucial.
Encourage children to participate in tasks like pouring, sorting laundry, or setting the
table, where they rely on touch to identify and handle different objects.

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9. Promoting Hand-Eye Coordination:

Activities that involve hand-eye coordination, such as threading beads, pouring water,
or playing with building blocks, contribute to the refinement of the stereognostic sense.
These activities require precision and control, enhancing the connection between tactile
perception and motor skills.

10. Encouraging Communication:

Foster communication and language development by encouraging preschoolers to

express their observations and feelings about different tactile experiences. Verbalizing
their perceptions helps solidify the connection between touch and cognitive
understanding.

Significance of Developing Stereognostic Sense:

1. Fine Motor Skill Development:

The stereognostic sense plays a pivotal role in fine motor skill development. Precise
manipulation of objects through touch enhances hand dexterity, finger strength, and
overall coordination, laying the foundation for activities like writing and drawing.

2. Cognitive Growth:

Developing the stereognostic sense contributes to cognitive growth by promoting a

deeper understanding of spatial relationships, shapes, and sizes. Preschoolers learn to
form mental images based on tactile information, fostering problem-solving and critical
thinking skills.

3. Enhanced Perceptual Abilities:

As preschoolers refine their stereognostic sense, they become more adept at perceiving
and interpreting the world around them. This heightened perceptual ability extends
beyond touch, influencing their overall sensory awareness and comprehension.

4. Increased Sensory Integration:

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Sensory integration, the ability to process and make sense of information from various
sensory modalities, is enhanced through the development of the stereognostic sense. This
integration contributes to a more holistic understanding of the environment.

5. Independence and Self-Confidence:

As preschoolers become more proficient in identifying and interacting with objects

through touch, they gain a sense of independence and self-confidence. The ability to
navigate the world through tactile perception empowers children in their daily activities.

6. Preparation for Academic Learning:

The development of the stereognostic sense provides a solid foundation for academic
learning. Basic concepts related to shapes, sizes, and spatial relationships are better
understood, facilitating a smoother transition into more complex educational tasks.

7. Cultural and Social Awareness:

Exposure to diverse tactile experiences fosters cultural and social awareness.

Preschoolers learn about different materials, textures, and objects, enriching their
understanding of the world and promoting inclusivity.

In conclusion, the stereognostic sense is a vital component of a preschooler's sensory

development, significantly influencing their motor skills, cognitive abilities, and overall
perception of the world. Recognizing the importance of touch in early childhood
education and implementing targeted activities to develop the stereognostic sense lays the
groundwork for a child's success in various aspects of life. As educators, parents, and
caregivers, embracing a multisensory approach that prioritizes tactile exploration
empowers preschoolers to navigate their surroundings with confidence, curiosity, and a
deeper understanding of the rich tapestry of sensory experiences.
Q3: Write a note on Three Period lesson and Memory Games.

In the realm of early childhood education, methodologies that engage and nurture young
minds are invaluable. Two such effective tools are the Three-Period Lesson and Memory
Games, specifically designed to cater to the unique learning needs of preschoolers. This
comprehensive exploration will shed light on the significance, principles, and practical
applications of the Three-Period Lesson, followed by an in-depth analysis of Memory
Games. Together, these methods form a dynamic duo, fostering cognitive development,

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language acquisition, and memory enhancement in the formative years of a child's

education.

The Three-Period Lesson:

1. Understanding the Three Periods:

The Three-Period Lesson is a pedagogical technique designed to introduce and

reinforce new concepts in a systematic manner. It comprises three distinct phases: the
Naming Period, the Recognition Period, and the Recall Period. Each period serves a
specific purpose in the process of teaching and learning.

- Naming Period:

In the first phase, the educator introduces a new concept and provides its name. For
instance, if teaching shapes, the teacher may say, "This is a circle." The emphasis is on
clear pronunciation and repetition to help children grasp the new information.

- Recognition Period:

The second phase involves the educator asking the child to recognize and identify the
concept previously introduced. For instance, the teacher may point to various shapes and
ask, "Can you show me the circle?" This phase reinforces the association between the
name and the actual object or concept.

- Recall Period:

In the final phase, the child is encouraged to recall and verbally express the
information previously learned. The teacher may ask, "What is this?" while pointing to
the circle. This phase assesses the child's ability to remember and articulate the newly
acquired knowledge.

2. Principles of the Three-Period Lesson:

The Three-Period Lesson is rooted in several key principles that align with the
cognitive development and learning styles of preschoolers.

- Repetition and Reinforcement:

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Repetition is a fundamental aspect of the Three-Period Lesson. The consistent

repetition of names and concepts helps reinforce the information in the child's memory,
making it more likely to be retained.

- Active Participation:

The methodology encourages active participation, involving children in the learning

process. By actively engaging with the material through recognition and recall,
preschoolers are more likely to internalize the information.

- Gradual Complexity:

The Three-Period Lesson follows a gradual progression from simple to complex.

Starting with the naming of one concept, it gradually introduces additional elements,
ensuring that children can successfully build on their knowledge without feeling
overwhelmed.

- Individualized Learning:

The Three-Period Lesson recognizes and accommodates individual learning styles.

Children may progress through the phases at their own pace, allowing for a personalized
and effective learning experience.

3. Applications in Early Childhood Education:

The Three-Period Lesson is versatile and can be applied to various subjects, including
language, mathematics, and sensorial experiences.

- Language Acquisition:

In language development, the Three-Period Lesson aids in vocabulary building. For

instance, it can be used to introduce and reinforce the names of objects, colors, or
animals.

- Mathematics Concepts:

When applied to mathematics, the Three-Period Lesson can be utilized to teach

numerical concepts, shapes, or basic arithmetic. The gradual introduction of
mathematical elements aligns with the developmental readiness of preschoolers.

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- Sensorial Learning:

The methodology is particularly effective in sensorial activities where children

explore and categorize objects based on their sensory attributes. This hands -on approach
enhances the understanding of the world around them.

- Cultural and Social Concepts:

Beyond academic subjects, the Three-Period Lesson can be adapted to introduce

cultural and social concepts, fostering a well-rounded educational experience.

Memory Games for Preschoolers:

1. Importance of Memory Games:

Memory games are engaging activities that not only capture a child's interest but also
contribute significantly to cognitive development. These games focus on enhancing
memory retention, concentration, and pattern recognition – essential skills that lay the
foundation for future academic success.

2. Types of Memory Games:

Memory games come in various forms, each targeting specific cognitive skills. Some
popular types include:

- Matching Games:

Matching games involve finding pairs of identical cards, fostering visual memory and
attention to detail.

- Sequence Games:

Sequence games require recalling and reproducing a specific order of items or actions,
enhancing sequential memory.

- Object Recall Games:

These games involve showing a set of objects to children, then covering or removing
them, prompting the child to recall and identify the missing items.

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- Pattern Recognition Games:

Activities that involve recognizing and reproducing patterns contribute to developing

pattern recognition skills, a crucial aspect of memory.

- Word Memory Games:

Word memory games focus on associating words with images, fostering language
development and verbal memory.

3. Principles of Memory Games:

Effective memory games for preschoolers adhere to principles that optimize the
learning experience.

- Engagement and Fun:

Memory games are most effective when they are engaging and enjoyable.
Incorporating elements of play and fun ensures that children are motivated to participate
actively.

- Gradual Complexity:

Like the Three-Period Lesson, memory games should follow a gradual progression in
complexity. Starting with simpler tasks and gradually increasing difficulty accommodates
the developmental stage of preschoolers.

- Repetition and Reinforcement:

Repetition is a key principle in memory development. Memory games often involve

repeated exposure to information, reinforcing neural connections and enhancing
retention.

- Social Interaction:

Many memory games are designed for group play, encouraging social interaction and
cooperation. This aspect not only enhances memory skills but also promotes teamwork
and communication.

- Multisensory Approach:
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Incorporating a multisensory approach, such as using tactile materials or incorporating

movement into games, provides a holistic learning experience that engages various
senses.

4. Applications in Early Childhood Education:

Memory games seamlessly integrate into early childhood education, offering a diverse
range of applications across different subject areas.

- Language Development:

Word memory games contribute to vocabulary expansion, aiding in language

development and improving verbal memory.

- Mathematics Skills:

Memory games with numerical elements or patterns enhance mathematical skills,

including counting, sequencing, and recognizing shapes.

- Cognitive Skills:

Memory games, by their nature, enhance cognitive skills such as attention,

concentration, and information retention, providing a strong foundation for future
learning.

- Problem-Solving Abilities:

Certain memory games, especially those involving sequence or pattern recognition,

foster problem-solving abilities as children learn to identify and reproduce specific
sequences.

- Creativity and Imagination:

Memory games that involve associating words with images or creating stories based
on remembered information stimulate creativity and imagination in preschoolers.

- Cultural and Social Learning:

Memory games can be adapted to teach cultural and social concepts, facilitating a
well-rounded educational experience.
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In conclusion, both the Three-Period Lesson and Memory Games stand as pillars in early
childhood education, offering dynamic approaches to cater to the diverse learning needs
of preschoolers.

Q4: Explain all exercises briefly in chapter 4.1 Exploring Dimensions. Make
illustrations/diagrams and mention vocabulary also.

Exploring dimensions group come under the visual exercises. As visual exercises is an
important part of the sensorial development. In this group, exploring dimensions, the
child learns how to discriminate between objects having similar shapes and colors but
varying in length, width, height or thickness.

Exercises

(1) The cylinder blocks

(a) Materials: 4 blocks each contain 10 cylinders with knobs, each cylinder fitting
into its respective hole.

 Block 1: The cylinders vary in two dimensions: The diameter increases from 1cm to
5.5cm, the height remains constant at 5.5cm.
 Block 2: The cylinders vary in three dimensions: The diameter increases from 1c,
to 5.5cm, the height increases from1cm to 5.5cm.
 Block 3: The cylinders vary in three dimensions: The diameter increases from 1cm
to 5.5cm, the height decreases from 1cm to 5.5cm.
 Block 4: The cylinders vary in one dimension: The diameter remains the same. The
height increases from 1cm to5.5cm.

(b) Exercise

 Take consent of a child.

 The directress begins exercises with holding the knob of the first cylinder.
 Remove and place it on the table without making any noise.
 When she is done, she will select the largest and return it to its place it to its
appropriate hole without making any noise.
 After completing her presentation, she will ask children to do the exercise.
 After doing block 1, then he should be presented with 2,3 blocks.

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(c) Vocabulary

 Block 1: Thick and Thin

 Block 2: Large and Small
 Block 3: No language because no dimension is isolated
 Block 4: Tall and Short. The positives, comparatives, and superlatives.

Exercise 2: The Pink Tower:

(a) Material: Ten wooden cubes varying in sizes from 1 cubic centimeter to 1
cubic decimeter.

(b) Exercise
 Select a mat and spread it on the floor.
 Take the consent of the child.
 If the directress is right handed, the child should stand on the left side of her.
 Hold the largest cube and move it closer to other cubes and figure out the sizes of the
cubes.
 Place the biggest one on the mat and then look for the second biggest.
 Place second biggest cube on the biggest one.
 Compare and place all the remaining cubes in the same way.
 Now, place both hands on the sides of the biggest cube and move slowly upward.
The purpose of doing this to give the idea to child about the tower that gradually it
becomes narrow.

(c) Vocabulary

 Cube
 Large, small
 Large, larger, largest.
 Small, smaller, smallest.

Exercise 3: Broad Stairs

(a) Material: 10 brown wooden prisms of the same length (20cm) but differing in
height. They vary from 10cm x 10cm x 20cm to1cm x 1cm x 20cm.

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(b) Exercise

 Select a mat and spread it on the floor.

 Mix the prisms on the floor but make sure they are not touching each other.
 Hold the largest prism and compare it with others and make sure that you
are holding largest and thickest one.
 Place it towards the far left side of the mat in such a way that square side of the prism is
facing towards you.
 Find the second thickest prism and compare it with other.
 Bring it closer to the largest one and push it towards largest one and there must not
be any space between these two.
 Continue to arrange rest of the prisms.
(c) Vocabulary

 Prism
 Broad, narrow
 Broad, broader, broadest
 Narrow, narrower, narrowest.

Exercise 4: The Long Rods

(a) Material: Ten wooden rods usually painted red having heightand width constant
and length increased by 10cm, shortest have 10cmand longest one is 100cm.

(b) Exercise-1

 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.

(c) Exercise-2
 Directress arrange the rods as in exercise 1.

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

(d) Vocabulary
 Long, short
 Long, longer, longest
 Short-shorter-shortest

Exercise 5: The Knobless Cylinders

(a)Material
 Yellow Cylinders (Big-Small) Vary in height-diameter
 Green Cylinders (Deep-Shallow) Vary in height-diameter
 Red Cylinders (Thick-Thin) Vary in diameter
 Blue Cylinders (Tall-Short) Vary in height

(b)Exercise

 Directress use table or mat for this.

 Teach the child how to open the lid of the box of cylinders.
 Place all cylinders randomly on table.
 Hold the largest cylinder with hand compares with other sand put it on the center of the table.
 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.

(c)Vocabulary
 Large, small
 Large, larger, largest
 Small, smaller, smallest
 Thick, thin
 Thick, thicker, thickest
 Thin, thinner, thinnest
 Tall, short
 Tall, taller, tallest
 Short, shorter, shortest

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Q5: How does Montessori program help develop tactile sense?

Tactile sense is defined as the sensation produced by the pressure receptors in skin, upon
coming in contact with something. Children love to explore the world around them
and are always eager to touch objects in their surroundings. Tactile sense enables them
to learn to perceive the world and its elements by touching them. In a Montessori house,
teachers value this tactile urge and understand their significance in the holistic
development of a child.
As Dr. Montessori stated;
“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.”
For young children, the sense of touch is indeed a key to understanding the
world around them. Adults and teachers must encourage touch and exploration, and
engage the child in a productive discussion regarding the object bein g touched. For
instance as a child observes and feels an object, the directress should ask simple
questions as, “Is it rough or smooth?” or “Is it bumpy or silky?” Use rich descriptive
words that will teach child the language to describe what he feels. Such games are of the
greatest importance in the method, as they in conjunction with the exercises of hand
movement lay the foundation for acquisition of writing skills.
 Tactile Exercises Classifications: Tactile exercises are classified into four sets, as
below.

Senses Classification Different Exercises

Tactile Sense Exploring Touch Board, Touch Tablets, Touch the
Textures Fabric
Exploring Baric Tablets
Weight
Exploring Thermic Bottles, Thermic Tablets
Temperatures
Exercises of Sorting Trays, Mystery Bags, Puzzle Maps,
Stereo-gnostic Sandpaper Globe
Sense

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Blindfolds
 Orientation Exercise: This activity helps children to get used to wearing a
blindfold and having something covering their eyes. Using a blindfold to
orientate the children is an important exercise in Montessori, as a few activities
use a blindfold Sensitizing the Fingers: This is something the children will
be asked to do at the beginning of each Montessori tactile activity. The children
will be asked to make sure their hands and fingertips are clean to experience the
full sensation of touch and tactile work.

 Development of Tactile sense in children: In a Montessori program materials

such as, Rough and Smooth Boards, Touch Tablets, and Fabric Box are
some of the first touch materials introduced to the child, to perform tactile
exercises. Moreover fabric, wood, different grades of sandpaper, different types of
paper, and other materials are also helpful for the child to explore the experience of
touch and learn the vocabulary associated to objects being handled by hand. The
child’s sense of touch is augmented many folds by the available Montessori
materials. Touch is an essential sense for the child to develop, as when a child
touches and manipulates an object, he is concurrently learning about it.

As Dr. Maria said,

“The hands are the instruments of the mind”.

There are different Montessori tactile activities such as:

i. Exploring Textures:
For all the relevant exercises mentioned below, the pre-requisite is to sensitize fingers.
 Touch the Fabric:

 Material:
- 3 boxes, each containing eight to ten pairs of small, square shaped,
different quality fabrics.
- Box 1, to contain fabrics made of neutral material, as silk, cotton, etc

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- Box 2, to contain fabrics made of coarse material, as corduroy, burlap, denim etc.
- Box 3, to contain fabrics made of fine material, as chiffon, satin, felt, etc.
 Exercise:
- Ask the child whether he wants to join you in the exercise.
- Bring the material to the work place with help of the child.
- Then open a box and select a pair of contrasting fabrics.
- Feel the fabric by the use of thumb and fingers.
- Invite the child to feel the fabric.
- Then go through all of the fabric and feel them, followed by the child doing the
same.
- Now mix all fabrics and place them in to a single pile.
- Close your eyes and tell children that you are going to match the fabrics in to
pairs, with closed eyes. Feel the fabrics in the same way as before but with closed
eyes, proceeding from one piece to the other.
- Now match both fabrics one in each hand, and feel each one in the different
hands.
- Place it in the pile in case they don’t match, and then reach for the next fabric on
the top of the pile.
- If you think that is matched tell the child that you think that is matched.
- Then ask the child to touch both of the matched pieces in your hands to assess
whether they are alike.
- Place the matched pairs to the left of the large pile.
- Repeat the matching until all pieces in the box have been matched into pairs.
- Mix them and ask your students to make pairs of fabrics. Once he is done with
the first pair, introduce the second and so on.
- Repeat the same for the second and third box too.

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 Touch Tablets:
 Materials:
- One box having five pairs of wooden tablets with gradations of roughness.
- A blindfold.
 Procedure:
- Ask the child whether he wants to join you in the exercise.
- Bring the material to the work place with help of the child.
- Take out two to three pairs of the touch tablets with greater contrast and put it on
the table.
- Mix them together. Now pick out one tablet at a time, feel it in your hand, lightly
stroke it and then put it aside.
- Tell the child that you are going to find the tablet which is just like the one in
your hand.
- Find the matching tablet and place it aside with the one in your hand. Allow
child to feel the similarity of the tablets pair.
- Repeat this exercise with all the rest tablets.
- Now again repeat this entire exercise using a blindfold.
- Mix the tablets and invite the child to perform the activity himself.
Here child learns a tactile sense to differentiate between surfaces (fabric, tablets
etc.) based on their frictional property. The blindfold helps the child to focus
his attention only upon one sense. Children also learn the vocabulary as
‘rough’ and ‘smooth’ using three period lesson, during this exercise, which
may also be accompanied by memory games.
ii. Exploring Weight:
In these exercises, sense of touch is used to assess difference of pressure or
weight of multiple objects.
 Baric Tablets:
 Materials:
- Three separate boxes having six to eight wooden tablets.
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- Each tablet to have a different weight, color and material from the other.
- All tablets to have same shape and size.
- A blindfold. Procedure:
- Ask the child whether he wants to join you in the exercise.
- Bring two boxes on the table which contains heaviest and lightest tablets,
with the help of the child.
- Directress shows the child how to hold the tablet in palm of the hand.
- Feel the heaviest tablet and also let the child feel it.
After that child can handle the tablet himself, repeat the exercise using a blindfold.
Here child learn a tactile sense to differentiate between the weights which
later aids them in doing mathematical computations. The blindfold helps the
child to focus his attention only upon one sense. Children also learn the
vocabulary as ‘heaviest’ and ‘lightest’ using three period lesson, during this
exercise, which may also be accompanied by memory games
iii. Exploring Temperature:
These exercises relate to the differentiation of hot and cold. Children learn to
use their hands and skins to identify variations in the temperature of
different objects/ surfaces.
 Thermic Bottles:

 Materials:
- Four pairs of metal containers, each pair containing water at various
temperatures.
- Bottle Pair 1, to contain water at room temperature i.e. (37°C)
- Bottle Pair 2, to contain tap water i.e. at (27°)
- Bottle Pair 3, to contain cold refrigerated water i.e. at (17°)
- Bottle Pair 4, to contain warm water i.e. at (47°).
 Procedure:
- Ask the child whether he wants to join you in the exercise.
- Prepare the bottles.
- Take out the first pair of bottles, have the child feel the bottles one at a time. -
Mix the bottles and place them in a line, keeping one piece from the
selected pair in your hand.
- Tell the child that you are finding the bottle which has the same temperature as
the bottle in your hand.

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Name: Ridha Naveed
Roll No: D19440

- Pick up the bottles one after the other in your second hand until you find the one
with the similar temperature.
-Allow the child to clutch both the bottles in your hands to assess whether they
have same temperature.
- Repeat the process for the second, third and fourth pair too.
- After all the bottles are matched in to pairs, repeat the entire exercise using
a blindfold.
- Shuffle the bottles again in to a line and invite the child to perform the
same, under the supervision of the directress.
Here child learn a tactile sense to differentiate between different
temperatures. Children also learn the vocabulary as ‘hot’ and ‘cold’ using
three period lesson, during this exercise, which may also be accompanied by
memory games.

iv. Stereo-gnostic sense:

Stereo-gnostic sense is very important sense as it helps children to
discriminate between different size and shape by feeling the objects. It
allows children to make a mental picture through the use of touch.

 Sorting trays:

 Material:
- A tray with three bowls or dishes
- Small dishes are filled with buttons and beans; one type in each bowl.
- One large empty dish placed in the middle of the tray.
- Material should be different in shapes and size. Procedure:
- Ask the child whether he wants to join you in the exercise.
- Place the tray in front of the child. Pick up one of the largest item in the
bowl and close eyes and feel it by using both hands. And tell child that it feels
different when the eyes are closed.
- Then ask child to feel the object with his eyes opened and closed. And place it in
the large empty dish. - Repeat it again for other items.
- The child first checks all these things by their hands and feels them.
Introduce names of each item.

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Name: Ridha Naveed
Roll No: D19440

- Then child closes his eyes or uses a blindfold, again feels the item, name
them, and then puts them into the second tray.
- Next ask child to open his eyes and sees how perfectly he has done.
- Invite children to repeat it. Maria Montessori’s pedagogy enabled children to
learn through inquiry, exploration and experimentation, harnessing their natural
inquisitive nature.
The wonderful materials introduced by Montessori are indeed a great way to
engage children in to activities essential for their mental and physical development.

Q6: Prepare material of smell bottles and mystery bag and send it along with your
assignment papers.

Smell Bottles:

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Name: Ridha Naveed
Roll No: D19440

Mystery Bag:

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