ASSIGNMENT #3

MODULE#3

SUBMITTED BY: MS.SAADIA KHAN

ROLL NO: D-7171

SUBMITTED TO: [email protected]

Q:1 Write a comprehensive note on the importance of sensorial exercises?
Ans: 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 EXERCIES:
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/Seeing
2) Tactile/Touch
3) Baric/weight
4) Theramic/Temperature
5) Auditory/Hearing
6) Gustatory/Taste
7) Olfactory/Smell
8) Sterognostic/Tactile muscular

Visual/seeing
Visual/seeing

Steeognostic
Steeognostic
/Tactile
/Tactile Tactile/Touch
Tactile/Touch
muscular
muscular

Different
Olfactory/smell
Olfactory/smell grouping Barisc/weight
Barisc/weight
senses

Gustatory/taste
Gustatory/taste Theramic/Temprature
Theramic/Temprature

Auditory/hearing
Auditory/hearing

+
Visual Sense:
The visual sense is interpreted by the eyes. It is what you can see. Exercises develop this
sense by requiring the eye to perceive differences in size, form, and color. Size materials include
the Pink Tower, Brown Prisms, Red Rods, Knobbed and Knobbles Cylinders, which are graded
by size. Materials teaching form include the Geometric Solids (three-dimensional) and the
Geometric Cabinet (two-dimensional).
Chromatic Sense:
Montessori isolates the chromatic sense with her color tablet activities. Children first distinguish
between primary colors, then secondary, and finally the various gradations of each. These
exercises allow the child to look at a tree and see the many variations of green found in the
leaves or the blues and purples of the ocean. The child can truly perceive the beauty found on
this earth.
The Stereognostic or Tactile-Muscular Sense:
Montessori recognized that while the eye can perceive differences in size and form, the
understanding is heightened when the hand is also engaged. She believed that the hand was the
direct link to the brain. To understand what a curve really is, you have to feel it and experience it.
Children are encouraged to look at objects while touching them. They are also encouraged to
touch them with closed eyes or a blindfold in order to experience them much in the way a blind
person would.
Tactile Sense:
The tactile sense is interpreted through the skin. It is your perception of that which you touch.
Montessori activities have the child start with touching different grades of sandpaper, then move
on to different materials in the environment. Prior to handling the different materials, the
fingertips are “sensitized” either by vigorously rubbing them on the carpet or dunking them in
tepid water. The sensitization heightens the perception of differences between extra-fine and
super-fine sandpaper, and between silk and linen.
Thermic Sense:
The thermic sense takes the tactile sense a step further and teaches the child to distinguish
temperature. He determines hot and cold by holding metal bottles in his hand or by touching
different kinds of stones and other materials to his cheeks. Knowledge of the thermic sense
protects the child from harm.
Baric Sense:
The baric sense is feeling different weights. The child again uses the whole arm in conjunction
with the hands and the tactile sense to determine light vs. heavy. This is done through weighted
tablets in the classroom and can translate into other objects in the environment as the child
becomes a sort of human balance or scale.
Auditory Sense:
The auditory sense is interpreting the world through the ears. In order to understand sound,
children must first be introduced to silence. Then they can be introduced to matching and grading
sounds. Games can be played in which the child is blindfolded and has to identify a person’s
voice, or from where in the room a sound is coming.
Olfactory Sense:
The olfactory sense is interpreting the world through the nose by smelling. Children match
different herbs or other smells in the smelling bottles. Eventually more abstract activities take
place that match the scent to a picture.
Gustatory Sense:
The gustatory sense is interpreting the world through the tongue by tasting. The child learns to
distinguish between sweet, salty, bitter, and sour. Tasting activities can be done in a group, as an
individual work, or through food preparation activities.
Montessori subdivided the five basic senses to provide an opportunity for more detailed
refinement of them. Through the child’s work in the Sensorial area, he will then put them all
together to interpret and appreciate his world much differently.

NEED OF SENSOIAL EXECISES:

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.

Q:2 What is stereognostic sense an 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.

MYSTEYBAG:
 A bag that has a drawstring to hide the contents.
 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.
 Child look all these objects, feel them by touching via hands. Introduce names of each item.
 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.
 Then open his eyes and sees what it is.

SORTING TRAYS:
 A tray having four or more saucers.
 Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc. separately.
 Another tray of same quantity of saucer but empty.
 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.
 Then child closes his eyes or used blindfold, again feel the items, named it, and then put it
into the second tray.
 Then open his eyes and sees how perfectly he done.
 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:
 A puzzle map of Pakistan and a Globe.
 Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.
 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.
 Focus on puzzle.
 Child point out the outline of each province and named the province.
 Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

SANPAPER GLOBE:
 A world Globe with land areas covered with sandpaper and water are with blue paint.
 Child holds the globe and calls its name.
 Child point to the sandpaper area and says “This is land”, the point to blue area and say
“This is water”.
 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.
Q:3 Write a note on Three Period-Lesson and Memory Games.
Ans: Three period lessons are used throughout the Montessori environment to help introduce
a new lesson/concept and lead the children along a path to understanding and mastery.
However, in the area of language they are used to increase, enrich and broaden a child's
vocabulary.
It's important to practice the method of presenting a Three Period Lesson several times until you
are comfortable giving it with ease. There are no set movements or patterns that you must follow
in each of the periods. As long as you understand the principle of the period, and keep it
simple and focused, you can ask the child to do whatever is appropriate for the setting, object,
or concept you are teaching.

Sand paper numbers, sand paper letters, small objects, and cards (Classified Cards,
Nomenclature) are often taught using a 3 period lesson.

Parts of a Montessori Three Period Lesson

Begin by presenting the child with three objects of contrast and isolate them on a table or mat.
For this example the objects will be dog, snake and bird.

1. First Period - Naming Period

 this period is overall rather short as it simply involves giving the object a name
 point to the first object (dog) and say "dog"
 repeat the name several times, clearly and slowly "This is a dog. Can you say dog? dog."
 continue on with the second and third objects (snake and bird)
 once all three objects have been named, review them one last time by pointing to each
one and saying the name clearly and slowly

It's a known fact that we have an easier time remembering items at the beginning and end of lists
and have the hardest time remembering items in the middle. When deciding what order to place
the 3 objects in, place the object that you are sure your child is most familiar with in the middle,
to increase his chance of success. The first and last objects should be the newer objects.

2. Second Period - Recognition and Association

 rearrange the objects and ask the child to show you a specific object
 "Please show me the snake."
 "Can you place the bird in my hand."
 point to spot on the table - "Please put the dog here."
 "Put the bird on the basket."
 "Hold the dog in your hand."
 ask the child to close their eyes while you move the objects around, then continue
This period is much longer than the first to extend the handling and movement of the objects.
This handling and movement increases the kinesthetic memory and will solidify a child's
recognition of the object's name. There are many variations to the Second Period that can be used
to hold a child's interest. The movement will make the lesson more attractive and help the child
be successful; so be creative!!

3. Third Period - Recall

 Place the 3 objects back in front of the child

 Point to the first object and ask the child "What is this?"
 Repeat with the second and third object

This is the 'testing' period. This is in fact, the very first time you have asked the child to verbally
recall the name of the objects. It is important to proceed to this period only if you feel the child
will be successful. If the child is unable to recall the names of the objects, simply give them the
names again, and casually end the lesson without making the child feel as though they've failed.

MEMORY GAMES:

Sensorial games are to be introduced to the child when the child’s interest in the materials is
waning and to bring new interest to the material the child already know very well. These games
could also be shown to bring the older to revisit the material and can be given before of after the
language is given, depending on the game itself. And finally, the games help the child make
classifications before moving on to another piece of material.

Main Purposes of the Memory Games:

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

Game 1: Matching at a Distance

Once two different tables or mats have been placed at a distance from one another, place one
of a pair of materials, one on each mat/table. The directress then selects one of the pairs,
experiences it and allows the child to experience it, and then have the child fetch the match from
the other mat/table. Repeat this until all of the matches have been matched.
Game 2: Grading from a Distance

A. From an Extreme

Once two tables or mats have been placed at a distance from one another, place the grading
materials at random on one of the mats/tables. Pick up one of the extremes (for example the
largest cube in the Pink Tower), and place it on the other mat/table. Then have the child bring
over to the second mat, the next size up. Work you way up to the smallest cube.

B. From a Midpoint

Once two tables or mats have been placed at a distance from one another, place the grading
materials at random on one of the mats/tables. 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.
Then have the child bring to the other mat the next size up or down.

NOTE: For this game, the child must have had language.

Game 3: Stereognostic

This game is to be done in a group. The directress would have the children sit in a circle
around a mat. She would then hand 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 would
then ask for the largest cube to be placed on the mat. By feeling their cube, the children are being
asked to feel for the recognition of the sizes of the cubes. Continue asking for certain cubes
working your way from the biggest cube to the smallest cube, until all the cubes have been
placed on the mat.

Game 4: Material to the Environment

After a mat has been rolled out, place the color tablets onto the mat at random. The directress
can point to one of the colors/shades and ask the child to find something in the environment of
that same color or shade. Repeat for all of the colors or all of the shades of color.

Game 5: 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.) After a mat has been
rolled out, place the red rods or the color tablets at random onto the mat. The directress will then
show the child something in the environment, for example a leaf or the length of a table, and ask
the child to find the color tablet closest to the color of the leaf or the rod closest to the length of
the table.
Q: 4 Explain all exercises briefly in chapter4.1 Exploring Dimensions. Make
illustrations/diagrams and mention vocabulary also.
Ans: CYLINDER BLOCKS:
Materials:
4 blocks, each containing 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 from 1cm 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 to 5.5cm

PRESENTATION:

Introduction
Invite the child by telling him you have something to show him. Bring him over to the cylinder
blocks and tell him: “These are cylinder blocks.”  Show the child 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. Have the child carry the block over to the table and show the child where to place it
near the median line of the table. Have the child sit down to your left and then you sit down.

Taking Out:
- Begin by pinching from above the knob of the cylinder furthest to the right using you thumb
and two fingers.
- Slowly pull the cylinder out of its hole completely.
- Place the cylinder standing up in front on the hole.
- Repeat by taking out the cylinder in the same way that is furthest to the left.
- Place this cylinder in front of this hole.
- Continue taking out at random each of the cylinders.
- Alternating sides after each cylinder, place them next to the furthest right cylinder and then
next to the furthest left cylinder until all of the cylinders are out of their holes.
- Tilt the block slightly forward to show the child that all of the holes are now empty.

Putting Back:
- Replace all of the cylinders back into their appropriate hole, one at a time and in a 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.

Invite the child to take out and put back each of the cylinders.
The child is now free to work with any of the cylinder blocks.

Exercises:
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 The child works individually with the four blocks.

Games: 
Grading from an extreme.
Grading from the middle.
Matching the cylinders to the hole.
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.
Purposes
Direct: Visual discrimination of dimensions.
Indirect :
- Preparation for writing; coordination of the fingers used to hold the pencil.
Refinement of voluntary movement. The child will be able to fit the cylinders with one precise
movement.
- Preparation for mathematics.
Control of Errors :
The control of error lies within the materials itself.
Age:
3 – 3 1/2 years 
PINK TOWER:
Materials:
- 10 pink wooden cubes ranging from 1cm3 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 on which to keep the tower where it can be seen from at least 3 sides.

PRESENTATION:

Introduction:
Invite the child by telling him you have something to show him.  Tell the child that for this
lesson, we will need a mat. Have the 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 top cube by gripping from above the top edges using your right
thumb and index finger.

- 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 the cube in the right haft of the mat. (Never have the child place
a cube on the left half.)
- Have the child 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 and carry by only using one hand, show the
child how to gently tilt the cube back using your right hand and sliding your left hand flat under
the cube (first picture). Then lift the cube up and place your left hand flat under the entire cube
(second picture).

- Then bring the cube to waist level and place your right hand flat on top of the cube.

- Carry the remaining cubes one at a time over to the mat.

- Once all of the cubes have been placed, have the child stand to your left.
- 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 the cube in the center of the bottom cube.
- Once it has been placed, check to see if it is well centered. 
- Continue placing all of the cubes in correct order until the last cube has been placed on the top.
- Stand looking over the tower to check if all of the cubes are centered.
- Allow the child to do the same.
- Then check from every side by squatting down low to check for it being centered.
- Have the child check as well.

Dismantling
Dismantle the tower in the same way you did when 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. If the child seems to understand, you can let him work alone. Once he is done, have
him replace the cubes in correct order and centered back on the stand.

EXERCISES:

Exercise 1:
The child builds the tower individually as was shown in the demonstration.

Exercise 2:
Once the child has seemed to master 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 placing each cube in the center of the cube under it, she will line them up at
a right angle will two sides adjacent. Once the entire tower has been built in this way, the
directress will pinch the top cube with her thumb and index finger and place it on the ledge of the
bottom cube. Starting at the far back, the directress will slide the smallest cube along the length
of the entire ledge. This will be repeated for every ledge, by working you way up from one ledge
to another. The child will then try. Once he is done, the child will replace the tower centered on
the stand.

GAMES:

Grading from an extreme.

Grading from a midpoint.
Stereo Gnostic.           

VOCABULAY: 
Large , Small
Large,larger,largest
Small,smaller,smallest

PURPOSE:
Direct :Visual discrimination of dimensions.

Indirect :
- Refinement of voluntary movement by placing the cubes one on top of the other with one
single movement of the hand.
While doing this movement, the child is refining visual-motor coordination and is called upon to
concentrate.
- Preparation for mathematics.

Control of Error:
- The control of error lies within the child being able to discriminate dimensions.
- Visual Harmony

Age:
3 – 3 1/2 years (After the child has been introduced to a number of Practical Life Exercises.)

KNOBLESS CYLINDER:

Materials:
Four boxes each with a set of 10 cylinders of the same size as the cylinder blocks:
- One set of red: two different dimensions.
- One set of yellow: three different dimensions.
- One set of green: three different dimensions – inverse to the first.
- One set of blue: one different dimension.

PRESENTATION:
Introduction:
Invite the child to come and work with you. Bring him over to the shelf and tell him we will be
working with the knobless cylinders. Show him the red box and have him bring it to the table,
placing it on the right side of the table.

Procedure 1: The Red Box

- Open the box and place the box onto its lid.
- Remove all of the red cylinders and place then randomly to the left of the box and place the lid
back on.
- Pick up the thickest cylinder and very quietly place it to the left of the table.
- Grade the red cylinders from thickest to thinnest.
- Make sure they are lined up all having the same center point.

- You and the child stand up from the table and look at the cylinders from the top and from every
side. (Make sure the child gets to where the table is at nose level to truly see them lined up.)
- Both you and the child sit down and you mix up the cylinders.
- Then have the child grade them.
- Show the child how to put the cylinders back into the box by placing the thickest to the thinnest
back in.
- The child can work individually on one box at a time: the red box, the green box, the yellow
box, or the blue box

Procedure 2: The Red and Green Boxes

- Take out the red and green box.
- Grade the red as in Presentation 1.
- Take out all of the green cylinders and have the child grade them from shortest to tallest,
directly in front of the red cylinders.

- Look at it from all directions.

- Grade the red cylinders in reverse, and this time in front of the green cylinders so you are now
comparing them in the other direction.
- Superimpose one over the other but always keeping the one with the larger base on the bottom.

 - Feel free to explore by superimposing in other ways, always looking at it from all directions.

Procedure 3: The Red and Yellow Boxes

- Repeat as in Presentation 2. Keep the examination orderly but allow the child to explore.

Procedure 4: The Green and Yellow Boxes

- Grade the green and then the yellow cylinders in the same manner as in the above
presentations. Allow the child to explore.

Procedure 5: The Red and Blue Boxes

- Have the child grade the red cylinders.
- Then grade the blue from tallest to shortest and directly in front of the red.
- Explore by superimposing.

Procedure 6: The Green and Blue Boxes

- Grade the green cylinders and then the blue in the same manner as above.
- Superimpose one over the other.
- Allow the child to explore.

Procedure 7: The Yellow and Blue Boxes

- Grade the yellow and then the blue cylinders in the same manner as the presentations before.
- Allow the child to explore.

Procedure 8: Three Boxes at a time

- Have the child begin by grading each of the three boxes and then exploring as he had done
when using two boxes.

Procedure 9: Four Boxes at a time

- Grade all four of the cylinder sets individually and then explore.

you might what to allow the child to build all four of the sets on a large mirror so as to be able to
see the different grading as a reflection.
VOCABULARY: 
No vocabulary is given with this material.
Purpose:
Direct:
To observe and compare the different series with each other.
Indirect:
Getting a clearer understanding for the different dimensions and their interplay.
Control of Error
In the child’s ability.
Age:
4 1/2 years

Q:5 How doe Montessori 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

Exploring Weight: Baric Tablets

TACTILE SENSE Exploring Temperatures: Thermic Bottles, Thermic Tablets

Exercises of Stereognostic Sorting Trays, Mystery Bags, Puzzle 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:

 Take out two to three pairs with 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 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:                

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

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.
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-lessons. Vocabulary: Hot and cold. Directress plays five memory
games with the child.

Q:6 Prepare material of Smell Bottles and Mystery Bag and send it along
with your assignment papers.
Ans: SMELL BOTTLES:

Green Bottles: Smell of vinger

Yellow Bottles: Smell of salt
Red Bottles: Smell of Rose water

MYSTERY BAG:
REFERENCES:
http://farsiriss.blogspot.com/2012/11/tactile-sense.html
http://sharmila-montessorimaterials.blogspot.com/2009/05/sensorial-study-through-senses.html
http://www.infomontessori.com/sensorial/three-period-lesson.htm
http://www.montessoriprintshop.com/Give_a_3_Period_Lesson.html
http://www.infomontessori.com/sensorial/memory-games.htm
http://farsiriss.blogspot.com/2012/09/stereognostic-sense.html
http://www.aneverydaystory.com/2013/04/18/montessori-mystery-bag/
http://archive.aweber.com/enrighten/ANJTk/h/Importance_of_Developing.htm
http://www.ehow.com/how_4523586_use-montessori-knobless-cylinders.html
http://www.montessorisaskatoon.ca/montessori-materials
http://www.montessorimom.com/cylinders-and-solid-insets/