Name: Sana Sohail Roll No: Dk2483

MODULE:3
1. Write a comprehensive on the importance of sensorial
exercises?

Since a child naturally uses all his powers of observation

during his ear y 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:
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 Its
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 1s 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 1s 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 se, 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.

In this exercise child learns how to visually discriminate
differences between similar objects and differing objects.
(2) Tactile Sense.
In this exercise child learns through his sense of touch.
“Although the sense of touch 1s 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.
(3) 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.
(4) Thermic Sense.
 In this exercise child works to enhance his sense of
temperature.

(5) 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.
(6) 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.
(7) 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.
(8) 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 abject, 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.

2. What is Stereognostic sense and how can we develop it?

 It is the combination of tactile and muscular memory in
which a child can recognize things by just feeling it. As
Montessori says;
“When the hand and arm are moved about an object, an
impression of movements added to the 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”
By doing different kinds of Stereognostic exercises, the
child can recognize things by touching/feeling them in his
hands. Different materials are used to develop this sense
such as, Geometric solids, Mystery bags, Sorting Trays,
Puzzle maps, and Sandpaper Globe.
How to develop Stereognostic sense:
Stereognostic 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 the object.
These activities are first done with open eyes but
afterwards child feels the object by blindfold. There are a
lot of exercises which can be done to develop
Stereagnostic sense. The directress does all exercises in
front of the children.
Activities.
(1) Sorting Trays:
(a) Material
(i) A tray with three bowls or dishes.
(ii) Small dishes are filled with buttons and beans; one
type in each bowl.
(iii) One large dish will be placed empty in the middle of
the tray.
(iv) Material should be different in shapes and size.
(b) Presentation
(i) Place tray in front of the child.
(ii) 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 directress closes her eyes.
(iii) Then ask child to feel the object with his eyes opened
and closed and place it in the large empty dish.
(iv) Repeat it again for other items.
(v) The child first checks all these things by their hands and
feels them. Introduce names of each item.
(vi) Then child closes his eyes or used blindfold, again feel
the items, named it, and then put it into the second tray.
(vii) Then ask child to open his eyes and sees how perfectly
he has done.
(vii) Invite children to repeat it.
(2) Mastery Bag.
(a) Material
(i) A cloth bag.
(ii) 10 to. 20 small objects different from one another such
as, a key, a cotton ball, a button, a small basket etc.
(b) Presentation
(i) Ask the child to come and work with you.
(ii)Show and tell the name of mystery bag ta students.
(iii) Ask them to sit in the semi-circle.
(iv) Take all objects out of bag and place them on the table
and ask children to handle them in their hands if they wish
to do so. When they get familiar to the objects, and then
put them back in the bag.
(v) Then put one hand into the bag and feel an object and
tell children about what you feel, for instance, soft, fluffy,
light, etc. also fame the object in a loud voice, i.e. I think
this is a ball.
(vi) Then, pull the object out of the bag and checked
whether you were right or wrong if right then say, yes!
That's right.
(vii) Repeat it with all children till all objects are done.
To sum up, Stereognastic sense exercises are very helpful
for children to develop Stereognostic sense.

Q3. Write a note on Three Period lesson and memory

games?
Thee period lessons are used for teaching new word to the
Montessori children. The directress teaches both names of
material and the names of qualities (positive,
comparatives and superlative) related to the material.
Grading Positive Comparatives Superlatives

This cube is
Naming period
The directress presents the child with three contrasting
objects, and places them on a mat leaving some distance
between them. Then, she feels the objects. Thoroughly
one at a time. Then she asks the child to repeat as she
does. After the child has felt these objects and placed
them back. Then she places her finger on a tip of the
object and gives name saying. For instance this is cube.
She gives names to all objects in the same way. Then, the
teacher will repeat the names of each of the objects.
Recognition and Association Period
After naming the objects, the directress will ask her
students to recognize objects by their names…. saying. For
example show me the cube
Pronouncing Period
When the directress is sure that the child can name the
object, then she challenges the child to name the object
himself. For instance, she may point out the object and ask
“What is this” the child answers. “This is cube.” In the
three period lessons, there are three grading lessons and
that are positives, comparative and superlative. Here
taking an objective to explain these periods.
First Period This is a big bigger than This cube is
cube. this. biggest.
Show me the Show me the
Second Period Show me the cube which is biggest cube.
big cube. slightly bigger
than this book.
Which cube is
Third Period What is this? Which cube is biggest?
bigger?

Memory Games
Memory games can be introduced to children before and after
the three period lessons. These games are helpful for children
to bring interest in those materials that they already know very
well. It is child’s nature to lose interest in the materials, that he
knows very well and memory games help them to build interest
back in known material.
Children need to revise his lesson again and again which they
have already learnt. These games help them to learn their
activities and materials which they have been learnt. These
games also help to motivate students in discovering variations
in materials.
These games help the teacher to verify the child’s language of
the material as well as these games prolong the activity with
the material which result a stronger absorption by the child.
(1) Matching at a distance:

(a) Place two different tables with distance.

(b) Puta pair of materials, one on each table.
(c) The teacher takes one object from the table and asks her
student to feel it by holding the object in his hand,
(d) Then asks the child to bring the same object from the
distant table.

(2) Grading from a distance:

(a) From an extreme.
(i) Place two different tables with distance.
(ii) Place the grading materials (e.g. pink tower, broad stairs
etc.) at random on one of the table.
(iii) Pick up one of the extreme (for instance largest cube in
the pink tower) and move it to the other table and place
it there.
(iv) Then ask your student to feel it and bring that cube
which Just a smaller than this one.
(v) Continues up to the smallest cube.

(b) From a midpoint

(i) Place two different tables with distance from one
another.
 (ii) Place the grading materials at random on one of the
table.
(iii) Then pick up meddle sized cube in the pink tower and
move it to the other table.
(iv) Ask the child fee! it and bring the cube which is just
smaller or bigger from that one.
(3) Stereognostic
a) It should be done in the group.
b) Children sit on the circle around a mat.
c) Then directress gives them material in their hands (for
instance one cube of the pink tower to each student).
d) Then children hold cube behind their back and feel them.
e) Then directress asks for the largest cube and it should be
placed on the mat.
f) Children judge the cube size and place it on the mat.
(4)Material to the environment
a) Spread out the mat and place the material for instance
color tablets on the mat randomly.
b) The directress takes tablets and asks her students to figure
out something in the environment of that same color and
shade.

(5) Matching at the distance

a) Spread out the mat and place the material for instance
color tablets on the mat randomly.
b) The directress gives something to child from the
environment and asks her student to match it to the
closest match in the material on the mat.
To sum up, three period lessons and memory games have a
great importance in the Montessori school. They are really
helpful in teaching Montessori students.
4. Explain all exercises briefly in chapter 4.1 Exploring
dimensions. Make illustrations/ diagrams and mention
vocabulary too.
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:
(a) The cylinder blocks
(a) Materials.
4 blocks each contain 10 cylinders with knobs, each
cylinder fitting into its respective hole.
(i) Block 1: The cylinders vary m two dimensions: The
diameter increases from cm to 5.Scm, the height remains
constant at 5.5cm.
(ii) Block 2: The cylinders vary in three dimensions: The
diameter increases from 1c, to 5.5cm, the height
decreases from 1cm to 5.5cm.
 (iii)Block 3: The cylinders vary in three dimensions: The
diameter increases from 1cm to 5.5cm, the height
decreases from 1cm to 5.5cm.

(iv) Block 4: The cylinders vary in one dimension: The

diameter remains the same, the height increases from 1cm
to 5.5cm.

(b) Exercise:
(i) Take consent of a child.
(ii) The directress begins exercises with holding the knob
of the first cylinder.
(iii)Remove and place it on the table without making any
noise.
(iv) When she is done, she will select the largest and return
it tots place it to its appropriate hole without making any
noise.
(v) After completing her presentation, she will ask children
to do the exercise.
(vi) After doing block 1, then he should be presented with
2, 3 blocks.

(c) Vocabulary
i. Block 1: Thick and Thin.
ii. Block 2: Large and Small.
iii. Block 3: No larger because no dimension is isolated.
iv. Block 4: Tall and Short The positives, comparatives, and
superlatives.
v. Exercise 2: The Pink Tower:

(2) The pink tower

(a) Material. Ten wooden cubes varying in sizes from 1

cubic centimeter to 1 cubic decimeter.
(b) Exercise

(i) Select a mat and spread it on the floor.

(ii) Take the consent of the child,
(iii) If the directress is right handed, the child should
stand on the left side of her.
(iv) Hold the largest cube and move it closer to other
cubes and figure out the sizes of the cubes.
(v) Place the biggest one on the mat and then look for
the second biggest.
(vi) Place second biggest cube on the biggest one.
(vii) Compare and place all the remaining cubes in the
same way.

(viii) 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

(i) Cube
(ii) Large, small
(iii) Large, larger , largest.
(iv) Small, smaller, smallest,
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 to 1cm x 1 cm x 20cm.

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

(c) Vocabulary.
 i. Prism
ii. Broad, narrow
iii. Broad, broader, broadest
iv. Narrow, narrower, narrowest.

(4) The Long Rods:

(a) Material. Ten wooden rods usually painted red having

height and width constant and length increased by 10cm,
shortest have 10cm and longest one is 100cm.
(b) Exercise-1
I. Place all rods horizontally and randomly on it.
II. First hold the smallest rod with both hands compares
with others and put it on the left of the mat.
III. After that, take the slightly longer rod compare with
other rods; put it carefully without any mistake aside of
first rod.
IV. Repeat it until all rods finished.
V. The shortest rod near to the directress and the longest
rod farthest on mat.
(C) Exercise-2

i. Directress arrange the rods as in exercise 1.

ii. 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
i. Long, short
ii. Long, longer , longest
iii. Short , shorter , shortest
(5) The Knobless Cylinders
(a) Material
i. Yellow Cylinders (Big Small) Vary in height-diameter
ii. Green Cylinders (Deep-Shallow) Vary in height-diameter
iii. Red Cylinders (Thick Thin) Vary in diameter
iv. Blue Cylinders (Tall Short) Vary in height
(b) Exercise
i. Directress use table or mat for this.
ii. Teach the child how to open the lid of the box of cylinders.
iii. Place all cylinders randomly on table.
iv. Hold the largest cylinder with hand compares with others
and put it on the center of the table.
v. 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.
vi. Repeat until all cylinders finished and tower build.
(c) Vocabulary
i. Large, small
ii. Large, larger, largest
 iii. Small, smaller, Smallest
iv. Thick, thin
v. Thick, thicker, thickest
vi. Thin, thinner, thinnest
vii. Tall, short
viii. Tall, taller, tallest
ix. Short, shorter, shortest
5. How does Montessori program help develop tactile?

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 [sit "rough" of “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
Exploring Weight: Baric Tablets
Tactile Sense
Exploring Thermic Bottles, Thermic
Temperature: Tablets
Exercise of Sorting Trays, Mystery
Stereognostic sense: Bags, Puzzle Maps,
Sandpaper Globe
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.
(1) Exploring Textures: Touch Tablets
(a) Materials. One box having five pairs of wooden tablets with
gradations of roughness. A blindfold.

(b) Procedure
(i) Take out two to three pairs with greater contrast and put it
on the table.
(ii) Mix them and then pick one tablet at a time feel it in hand,
lightly stroke it and then put aside.

(iii) Tell the child “I am going to find the one which is just like
this”,

(iv) Find the other tablet and put it with previous one. Allow
child to feel the similarity,

(v) 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 de 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,
(2) Exploring Weight: Baric Tablets
(a) Materials. Three separate boxes having six to eight wooden
tablets. Each set is different weight, color and wood from each
other. Tablets are however same in shape and size. A blindfold.
(b) Procedure
(i) Bring two boxes on table which contains heaviest and
lightest tablets.
(ii) Directress shows the child how to hold the tablet in palm of
a hand.
(iii) 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 after 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.

(3) Exploring Temperature: Thermic Bottles

(a) 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.

(b) Procedure :
(i) Directress prepares bottles.
(ii) 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.
(iii) 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.