ASSIGNMENT MODULE 3

Rabia Shazeb
DK2007

QUESTION NO#1
Write a comprehensive note on the importance of
sensorial exercises.

The modern science experiments proved that our ability to use

senses, develops very rapidly during first 6 years, as the nervous
system develops rapidly during these years. As the child uses all
his abilities of observing during his early years, this is the ideal
time to give child proper utensils and equipment which would
sharpen his senses and enables him to focus, observe and
understand many impressions he receives through them.
The word “Sensation” itself refers to the signals that a sense
sends to the brain at the time of receiving a stimulus, from the
environment. Meanwhile the term “perception” refers to the
person’s mental ability to comprehend these signals.
Importance of Sensorial Exercises:
The aim and importance of Sensorial exercises are for the child
to acquire, clear and conscious information and to be able to
make classifications in his environment. Although, the ability to
use senses properly develops over time as the nervous system
develops, the development of nervous system is directly
proportional to proper nutrition and adequate stimulation.
By using his senses, the child studies environment, he begins to
understand his environment. Through interaction of sensorial
materials, the child is given the key to classify things around
him and make his own experience in his environment.

Need of Sensorial Exercises:

Dr. Maria Montessori’s method are based on teaching young
children considering the fact that a child between 2 to 6 years,
passes through the “sensitive period of the refinement of senses”
in order to serve this purpose, dr. Maria introduce a subject
called “sensorial” where materials are specially designed to
enable the children to use their senses and explore different
attributes of the world.
Each sensitive period is marked by a strong urge to undergo
certain types of activities, which are necessary for development
during that time spam.
All the sensorial material involves the use of hands in a
classifying act. for example: visual classification of dimensions.

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The head and the mind act together making a mental connection
between an abstract idea and its concrete representation.
The material used should be simple, direct aim, should be easy
to understand. The didactic nature of the materials gives the
child hands on experience with mathematical concepts.
As a teacher, we need to understand how children move towards
understanding concepts.

An object possesses nine qualities as following:

 Shape
 Color
 Texture
 Sound
 Smell
 Taste
 Temperature
 Weight and size.

By using all his 5 senses, the child will explore all the nine
qualities of an object but in separate sessions and with
separate materials. For example: a child using tactile and
visual sense explores different dimensions of an object. I.e.:
height, diameter etc. His auditory sense is enhanced while
exploring different intensities of sound I.e.: soft and loud
while he can differentiate between rough and smooth textures.
By using his sense in touch board, he gets a clearer perception

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 of weight as heavy and light and so on. Young children like to
explore and do experiments, tinker and try new things all the
time as they learn through these experiments by using their
senses.

Rabia Shazeb
DK2007

QUESTION NO# 2
What is stereognostic sense and how can we
develop that?

Stereognostic sense is the combination of tactile sense and muscular

memory. It is the sense to recognize and object just by feeling it.
When the hands and the arms are moved about an object, an
impression of movement id added to that touch. Such an impression is
attributed to sixth sense which is called a muscular sense. Which
permits many impressions to be stored in a muscular memory.
The development of the stereognostic sense is an important part of the
child’s work in the sensorial area. Just as important as any other of
senses. The stereognostic sense allow child to discriminate between
size and shape through the use of touch. Dr. Maria wrote: “when the
hands and the arms 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, which permits
many impressions to be stored in a muscular memory, which recalls

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 movements that have been made.” this sense allows the child to have
a mental picture through the use of touch and movement.

The stereognostic sense is our ability to identify objects on the basis

of touch alone (without seeing them). I.e.: identifying geometric
shapes.
The stereognostic activities are first done by eyes open, once the child
knows how to feel the object in the hand and is familiar with it, the
objects are used then with the blindfold.

Materials:
A bag with at least 10 different sizes of geometric shapes each one
different from other.

Procedure:
The game can be performed with one child or with a group,
With a child, take turns and feeling and guessing the objects in the
bag until all the objects have been chosen.
With a group, make sure each child has a turn until all of the objects
have been chosen.
the teacher makes children sit in a circle around a mat, hand out the
geometric shapes to the children, the children hold the shapes behind
their back and feel them. Then the teacher asks for the specific shape
to be put in the center, just by feeling the shape the children are
challenged to judge the type and its sizes. If two or three children
bring out their shapes, then they should compare and take the wrong
ones back and hide them again. Continue asking for the certain
shapes.

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 Rabia Shazeb
DK2007
QUESTION NO # 3
Write a note on three period lesson and memory
games?

THE THREE PERIOD LESSON:

The three-period lesson is to be given after the child has had much
experience with the material itself. The reason behind thee three period
lesson is to give the language of the material the child has been using.
To teach the names and the qualities of these materials.
The three-lesson plan is divided into three steps so the language will be
more easily absorbed. There is a three-period lesson for naming an
object, and for grading an object positively, comparatively and
superlatively.

We use the three-period plan as we communicate with our baby and

toddler, our use of this lesson is much more informal than in a classroom
setting. It is a tool to allow your child’s knowledge of a particular
concepts, and a technique to keep in mind throughout his childhood.

 Naming (introduction) “this is a cat”

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  Recognition (identification) “show me the cat”
 Remembering (cognition) “what is that”

THE FIRST PERIOD: “THIS IS _____”

You have been naming people, places, 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 sound and begins to understand the language.
Children will not distinguish differences at this early age, for example
all people may be “mama” and all animals maybe “cat”. A Baby learns
lots of words before he even learns how to speak and understand.
Learning takes place through all the senses. Not only by hearing, babies
touch, taste, squeeze, smell, push, and manipulate everything. Children
not only learn the vocabulary but they also experience quality. Dr. Maria
referred this ability as “adsorbent mind.”

THE SOCOND PERIOD: “SHOW ME ____”

This stage of learning is the longest, and your child needs to have
numerous experiences hearing the names of things.
You may observe your child looking in a direction of an object you
named. She is indeed connecting the word with the object. Gradually
your child will learn to understand little instructions, for that, play games
with your child that incorporate movements. I.e.: throw the ball and ask
your child to bring it back to you, “where is teddy?” “there he is”, “find
the red balloon.”

THE THIRD PERIOD: “WHAT IS THAT”

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Although some calls this period “the test.” don’t ask your child a
vocabulary question until you know he will be successful. Recall how
delight you were when your child first said “mama” or “cattie.”
When the child can name something, it signals cognition, the third step
of learning. Never indicate a child that he has failed, just go back to the
second period. Play more names games, reintroduce vocabulary.

The purpose of the third period lesson is to help child to better

understand his surrounding and see how well the child is grasping and
absorbing what you are showing him.

MEMORY GAMES:
Memory games are to be introduced to the child when the child’s
interest of materials is a fading away, to bring new interest to the
materials the child already know very well. Memory games can be
introduced to children before or after the three-period lesson depending
on type of game. these games are helpful to rejuvenate the child’s
interest in the materials. Children need revision sometimes of what they
have learnt.

GAME 1: MATCHING AT A DISTANCE:

Two different tables placed with a distance.
 Take a pair of materials and put one on each table.
 Teacher takes one of the objects from one table and offers the child
to feel it by holding it in his hands.
 Teacher asks the child to bring the matching object from the
distant table. Repeat this until all pair of same objects matches
have been made.

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 GAME 2: GRADING FROM A DISTANCE:Two different tables
placed with a distance. Placed a grading material like pink tower
randomly on one table.

FROM AN EXTREME:
 Pick up one of the extremes like the largest one. Put it on the
second table.
 Ask the child to bring the slightly smallest, and put it on the second
table.
 Complete the exercise after the child put all the blocks on second
table from largest to smallest.

FROM A MIDPOINT:
For this game the child must have completed his grading in three
period lesson.
 Pick up one of the middles of the block from it. Put it on the
second table.
 Ask the child to bring the slightly smallest then largest of it and put
it on the second table.
 Complete this exercise after child put all the blocks on second
table from largest to smallest.

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 Rabia Shazeb
DK2007

QUESTION NO# 4
Explain all exercises briefly in chapter 4.1 exploring
Dimensions. Make illustrations\diagrams and mention
vocabulary also.

Visual exercise in an integral part of Montessori sensorial training

program. In exploring dimension child learns to develop his ability to
discriminate between objects having similar shapes and colors but
varying in length, width, height or thickness.

1. THE CYLINDER BLOCKS

Materials:
4 blocks, each containing 10 cylinders with knobs, each cylinder fitting
into its respective hole.
block# 1: the cylinder varies in two dimensions. The diameter increases
from 1cm to 5.5cm.
The height remains constant at 5.5cm.

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Block# 2: the cylinder varies three dimensions. The diameter increases
from 1cm to 5.5cm.
The height increases from 1cm to 5.5cm.

Block# 3: the cylinder varies three dimensions. The diameter increases

from 1cm to 5.5cm.
The height decreases from 1cm to 5.5cm.

Block# 4: the cylinder varies in one dimension. The diameter remains

the same.
The height increases from 1cm to 5.5cm.

INTRODUCTION:
Invite the child by telling him you have something interesting to show
him. Bring him towards the cylinder blocks. Show him how to carry one
of the blocks by gripping the blocks on both sides with both hands and
carrying it at waist level and parallel to the ground. Make child carry the
blocks over the table and show the child where to place it near the
median line of the table.

Taking out of cylinders:

 Begin by griping from above the knob of the cylinder furthest to
the table using your thumb and two fingers.
 Slowly pull the cylinder out of its hole completely.
 Place the cylinder standing up in front on the hole.

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  Repeat by taking out the cylinder in the same way, furthest to the
left.
 Place the cylinder in front of the hole.
 Continue taking out at random each of the cylinder.
 Alternating sides after each cylinder, place them next to the
furthest right cylinder and then next to the furthest left cylinder
until all the cylinders are out of their hole.
 Tilt the block slightly forward to show the child that the holes are
now empty.

Putting back the cylinders:

 Replace all the cylinders back into their appropriate hole, one at a
time, and in random order.
 Hold the knobs of each cylinder in the same way as above and
slowly slide each cylinder down into its hole until you hit the
bottom.
 Now invite the child to take out and put back each of the cylinder.
 The child is free to work with any of the cylinder blocks.

Exercise# 1
The child works individually with the other blocks as in the
presentation. (blocks 2, 3 and 4)

Exercise# 2
The child works individually with two blocks.
Exercise# 3
The child works individually with three of the blocks.
Exercise#4

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 The child works individually with the four blocks.

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 superlative.

2. Pink Tower:
Materials:
 10 pink wooden cubes ranging from 1cm to 10cm3, differing in 3
dimensions. The cubes increase progressively in the algebraic
series of the third power. Therefore, the second cube equals 8 of
the first, the third cube equals 27 of the first etc.

 A floor mat of contrasting color.

 A small stand to keep the tower where it can be seen from at least
3 sides.

INTRODUCTION:
Invite the child by telling him you have something interesting to
show.

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 Tell the child for this lesson, we will need a mat. Have a child fetch
and unroll a mat. Bring him over to the pink tower stand and tell him:
“This is the Pink Tower”.

Building:

 Show the child how to carry the cube by gripping from the
above the edge using your right thumb. Place your left hand flat
under the cube and carry the cube at waist level.
 Then reset the cube on the Pink Tower and have the child carry the
cube over to the mat.
 Show the child where to place it on the right haft of the mat. (never
have the child place the cube on the left haft of the mat)
 bring over the rest of the cubes and place them randomly on the
mat.
 Once the cubes get too big for the child to pick up, show the child
how to gently tilt the cube back using your right hand and sliding
to your left hand flat under the cube. Then lift the cube and place
on your left hand flat under the entire cube (second picture) mid
and index finger.
 Bring the cube to waist level and place your right hand flat on the
top of the cube.
 Carry the remaining cubes one at a time over to the mat.
 Once all the cube has been placed, have the child stand to your left.

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  As you remain standing, carefully pick up the largest cube and
place it near the front left corner of the mat. (closest to the child).
 Turn to the child and tell him that you are now looking for a
specific cube.
 Go over to the right half of the mat and carefully choose the next
biggest cube.
 In a steady and precise movement, place a cube in the center of the
bottom cube.
 Once it has been placed, check to see if it is well centered.
 Stand looking over the tower to check if all the cubes are centered.
 Allow the child to do the same.
 Check every side of squatting down low to check for it being
centered.
 Have the child check as well.

Dismantling:
Dismantle the tower in the same way you were bringing the tower over
to the mat from the stand and place them back on the right half of the
mat.
Invite the child to build the Pink Tower, to help him get started, ask him
which cube he is going to start with. Once he’s done, have him replace
the cubes in correct order and centered back on the stand.

Exercise# 1: the child builds the tower individually as we shown in the

demonstration.
Exercise# 2: once the child has mastered the building of the tower, the
directress will show him another way of building the pink tower. The
directress will demonstrate in the same manner as above but instead of

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placing each cube in the center of the cube under it, she will line them
up at a right angle with two adjacent. Starting at a far back, the directress
will slide the smallest cube along the length of the entire ledge. This will
be repeated for every ledge, have the child will, once he’s done, the
child will replace the tower centered on the stand.

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

3.Broad Stairs:

MATERIALS:
 10 brown prisms of the same length(20cm) but differing in height.
They vary form 10cm*20cm to 1cm*20cm

 A floor mat of contrasting color

INTRODUCTION:
Invite the child by telling him you have something interesting to show
him. Tell the child that for this lesson we will need a mat. Have the child

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fetch and unroll the mat. Bring him over to the correct shelves and point
towards the broad stairs. tell the child “these are the Broad Stairs”.

Building:
 Show the child how to hold the thinnest prism by gripping over the
top of the center part of the prism using your right thumb and
finger.
 Slowly slide the prism off of the shelved until it is fully out.
 Carry the prism at vertical angle and at waist level.
 Have the child carry all the prism on at a time and place them
randomly on the right side of the mat. (show the child to place his
hand underneath some of the thicker prisms)
 Once all the prism has been bought over to the mat, have the child
stand to your left.
 As you remain standing, carefully pick up the thickest prism (using
both hands) and place it near the back-left corner of the mat.
 Now the child that you are looking for a specific one.
 Go over to the right half of the mat and carefully choose the next
thickest prism.
 In steady and precise movement, place the prism directly under the
thickest prism and align them.
 Once it has been placed, check to see if they are well aligned.
 Continue placing all the prism in correct order by placing them so
they come closer.

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Exercise# 1:
The child builds the stairs individually as shown in the demonstration.
Exercise# 2:
Once the child has seemed to mastered the building of the stairs, the
directress will show him an additional step. The directress will carefully
place the thinnest prism on the ledge of the second thickest prism and up
against the thickest prism. Show the child that by doing this, the second
prism is at the same height.

Vocabulary:
 Prism
 Broad, narrow
 Thick and thin.
 The positives, cooperatives and superlatives.

4. LONG RODS

MATERIALS:
 10 rods differing in one dimension - length form (10cm to 100cm)
the unit of difference between each rod is 10cm.
 A large floor mat or two regular mats.

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Exercise# 1
Place all the rods horizontally and randomly on it.
First hold the smallest rod with both hands compares with others and put
it on the left side 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 are finished.
The shortest rod near the directress and the longest rod farthest on mat.

Exercise# 2:
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.

Vocabulary:
 Long, short
 Long, longer, longest
 Short, shorter, shortest

5. The knobbles cylinders:

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MATERIALS:
 Yellow cylinder (big-small) vary in height-diameter.
 Green cylinder (deep-shallow) vary in height-diameter.
 Red cylinders (thick-thin) vary in diameter.
 Blue cylinder (tall-short) vary in height.

INTRODUCTION:

Exercise:
1) directress use table or mat for this.
2) Teach the child how to open the lid of the box of cylinder.
3) place all cylinders randomly on the table.
4) hold the largest cylinder with hand compare with others and
put it on the center of the table.
5) Take the slightly shortest cylinder with hand compare with
others. Put it carefully without any mistake at the top of the first
cylinder on the middle of it.
6) Repeat it until all cylinders finished and tower build.

Vocabulary:
 Large, small
 Large, larger, largest
 Small, smaller, smallest
 Thin, thinner, thinnest

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  Tall, short
 Short, shorter, shortest

Rabia Shazeb
DK2007

QUESTION# 5
How does Montessori program help develop tactile?

In tactile sense child learns to perceive his words via touch. For young
children, the sense of touch is the 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.

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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:

(1) Exploring texture
(2) Exploring weight
(3) Exploring temperature
(4) Exercise of stereognostic sense
For young children, the sense of touch is key to understanding the world
around them.
Encourage touch and exploration, discussing what your child touching.
In the Montessori class, materials such as the rough and smooth (touch)
boards, touch tablets, and fabric box are some of the first material your
child will use. Look for fabric, wood, different grades of sandpapers,
different types of papers that help your child learn about the language
and explore the experience of touch.

How Montessori Program help to Develop Tactile Sense:

In Montessori program, materials such as the rough and smooth(touch)

board, touch tablets, fabric box are some of the first touch materials
that’ll help the child learn about the language and explore the experience
of touch.

1) Exploring texture: touch tablets

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 (a) Materials: one box having five pairs of wooden tablets with
gradations of roughness. A blindfold.
(b) procedure:
 Take out two to three pairs of greater contrast and put it on the
table.
 Mix them and then pick one tablet at a time feel it in hand, lightly
stroke it and then put aside.
 Tell the child “I am going to find the one which is just like this”.
 Find the other tablet and put it with previous one. Allow child to
feel the similarity.
 Repeat this exercise with all the rest tablets. Now again repeat this
exercise while using blindfold. Now again mix the tablets and
allow the child to do this himself.
By this exercise, 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 a different weight, color and wood from each other.
Tablets are however same in shape and size. A blindfold.

(b) Procedure:
 Bring two boxes on the table which contains heaviest and lightest
tablets.

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  Directress show the child how to hold the tablet in palm of a hand.
 Feel the heaviest tablet and also let the child feel it. After the child
can handle the tablets himself. Now again repeat this exercise
while using blindfold.
Here child learn tactile sense to differentiate between the weight and
later on for mathematics. The blindfold will help the child to focus on
his attention upon one sense. Children learn vocabulary by three period-
lesson. Vocabulary: heaviest and lightest. Directress play 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:
 Directress prepares bottles.
 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 the bottles in a line and let the child takes
the bottles and feel it.
 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 temperatures.
Child learn the vocabulary by three period-lesson. Vocabulary: hot and
cold, directress plays five memory games.

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 Rabia Shazeb
DK2007
QUESTION# 6
Prepare Material of small bottles and mystery bag

SMELL BOTTLES:

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 Picture#1: (things to be used)
6 different color bottles having holes upwards 3
Different smells bottles

Picture#2
1. A baby cologne
2. perfume
3. nail polish remover

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 Picture#3: 3 smelly cotton balls are ready to put into the
bottles, every two cotton balls are with same smell.

Picture#4: cotton balls are in the bottle

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 Mystery Bag Exercise:

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 Picture:2 Mystery bag

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 Picture#2 things inside the mystery bag

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