Module No: 3

Assignment
ASMA ALI D19317
Q No: 1 Write comprehensive note on the
importance of sensorial exercises.
Answer:-
Learning begins at birth when a child observes through their senses (e.g., sight, taste, smell,
hearing, touch). This is the reason why newborns respond to sound and touch. Sensory learning is a
natural way for children to learn about their environment and from real-life experiences to develop problem-
solving skills.

“The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the
senses offers the child a key to guide his explorations of the world…” (Montessori, 1967)

Dr. Montessori’s insight into educating the child’s senses is a remarkable aspect of her method. According
to her research, the five senses of taste, touch, sight, smell, and sound stimulate a child’s understanding of
the physical, social, material, and natural worlds. Thus, experimenting with sensorial activities helps
children comprehend information about their world.

This article discusses how sensorial play teaches children about their five senses and why it is important to
incorporate them into the Montessori classroom. Finally, the article explains how to incorporate sensorial
play into your home or life.

What is Sensorial Learning?

“Tell me, and I forget. Teach, and I remember. Involve me, and I will learn.”

This statement is attributed to Benjamin Franklin, and the sentiment applies to the early age of
development.
Sensorial learning is a teaching method that stimulates a child’s five senses: touch, hearing, sight, taste,
and smell. It includes activities that help them learn about colors, numbers, shapes, textures, object sizes,
etc. It serves as a stepping stone to organized intelligence, allowing children to adapt to their
environment. Sensorial exercises help children learn how to organize their environment, classify objects,
and use logic in order to make sense of the world around them. It also teaches perspective, discrimination,
and order.

For example, a child might be asked to identify an object by touching it or asking what food they think is
based on its smell and taste. Sensorial learners are often more engaged than visual learners because they
have more sensory input about the material being studied.

Benefits of Sensorial Activities to the Child:

 It helps children develop a rich vocabulary, explore their environment, and experience different
textures.
 It helps them understand their own emotions through self-awareness and mindfulness.
 It teaches children how to focus on one thing at a time without being distracted by other
distractions in their surroundings.
 It enhances a child’s ability to remember what they have learned by allowing them to learn through
experience.
 It helps them build necessary skills that include cognition and logic.
 It builds nerve connections in the brain’s pathway by accomplishing more intricate tasks stimulating
their senses.
 It helps develop social skills, gives them a sense of belongingness, develops their
compassion, practices empathy, and enhances their communication skills.

Why do Sensorial Activities Play an Important Role in

Montessori?
Sensorial activities play a crucial role in the development of the whole child. Children learn to
perceive, interact, and experience the world around them and get prepared for success in higher education,
life, and well-being. A Montessori classroom is designed meticulously to emphasize all five senses to
introduce and develop everything that can be perceived. It helps prepare the children’s mathematical minds
and encourages early language skills.

In a Montessori curriculum, sensorial activities are incorporated into all areas of learning. When compared
to conventional education, Montessori education stands out because of its holistic approach to learning.
Educating the whole child helps the school focus on all aspects of a child’s development, i.e., intellectual,
emotional, physical, and social.
“Our work is not to teach but to help the absorbent mind in its work of development. How marvelous it
would be if by our help, if by an intelligent treatment of the child, if by understanding the needs of his
physical life and by feeding his intellect, we could prolong the period of functioning of the absorbent mind!”
― Maria Montessori, in the Absorbent Mind.

In a Montessori school, sensory play is set up in a prepared environment with controlled levels of error, so
that children can safely explore and learn differences and similarities in their environment using their
senses. It provides a child with an enormously rich sensory experience that promotes structured growth
and development more than any other form of learning. Thus, helping children make connections in the
brain increases memory and cognitive ability.

Q No: 2 What is stereognostic sense and how can

we develop it?
Answer:-
In a Montessori classroom, young children are presented with different activities and opportunities
to refine their senses. The Montessori directress encourages the children to perceive through their senses
such as olfactory, visual, gustatory, and tactile senses. There is another sense that is present in almost all
children and if it is harnessed, can enable the child to visualize and develop real-life problem-solving skills.
This sense is known as the Stereo gnostic sense.

The Stereo gnosticsense, also known as tactile gnosis, is defined as the ability of humans to
determine an object without tasting it, smelling it, looking at it, or even hearing it. When you are
able to locate the keys in your bag without looking at them that is your Stereo gnostic sense in
action.

If you are left wondering about what is a Stereo gnostic sense in Montessori, this article will give you an
insight into how you can develop a Stereo gnostic sense and implement it in a Montessori classroom.

How we can develop stereognostic sense?

The stereo gnostic sense is the capability of recognizing an object without seeing it, hearing it,
smelling it, or tasting it. An example of how the stereo gnostic sense is used might be the ability to find and
turn off your alarm clock in the morning with your eyes still closed.
We can develop stereognostic sense by using 5 senses: -
5 Tips to Heighten Your Senses:
1. Olfactory Training for Smell.....
2. Eat foods with antioxidants for vision. ...
3. Stop smoking for smell, taste, and vision. ...
4. Exercise for smell and sound. ...
5. Use your eyesight and focus for touch.

1. Olfactory Training for Smell:

Olfactory training is a non-pharmacological and non-surgical treatment option for patients
with olfactory dysfunction. Patients undergoing olfactory training expose themselves to 4 different
odors twice daily for at least 24 weeks.

2. Eat foods with antioxidants for vision:

Dark green leafy vegetables like kale, spinach and broccoli are rich in the antioxidants lutein
and zeaxanthin, which are present in high concentrations in the retina. These antioxidants act as a
filter and protect the retina from damaging blue light.
3. Stop smoking for smell, taste, and vision:
Recovering your sense of taste and smell is one of the first changes many smokers notice
when they quit – often within just a few days. Tobacco smoke can dull these senses, so once you
quit, you might be amazed at simple pleasures such as being able to taste your food properly!
4. Exercise for smell and sound:
Notice and name three sounds you hear in your environment. Notice two things you can
smell. Notice and name two smells you recognize. Notice one thing you can taste.
5. Use your eyesight and focus for touch:
When we use our eyes for near work, our focusing system can become fatigued. Our eyes
can also dry out. Scheduling regular breaks can help to alleviate some of this strain.

Q No: 3 write a three period-lesson and memory

games.
Answer:-
Three period lessons are used throughout the Montessori environment to help introduce a new
lesson or 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.

The Three Period Lesson is to be given after the child has had much experience with the material itself.
The Three Period-Lesson are: -
1. Naming Period
2. Recognition and Association Period
3. Pronouncing Period
Begin this learning, by putting three contrasting objects on a table in front of a child. For example a block of,
circle, square and triangle.

1. Naming Period:
 This period is overall rather short as it simply involves giving the object a name.
 Directress point to the first object and say circle.
 Repeat names several times clearly and slowly. Also make small sentences like “This is a circle”.
 Child observed the object hold it in his hand feels it.

2. Recognition and Association Period:

 This period is much longer then the first one.
 Rearrange the objects and ask the child to show you.
 Ask child to “Show me the circle”, or “Put your finger on the triangle”.
 Rearrange the objects and again ask these questions.

3. Pronouncing Period:
 When directress sure that child remember all the objects plus their names in to his lon term
memory, than this period starts. This is a testing period.
 Directress challenges the child to name the object himself.
 Point out to one object and ask “What is this?”
 If child fails to tell any name, casually end the lesson without making the child feel as though he is
failed. For this repeat second period.

There is the Three Period-Lesson for grading an object positively, comparatively, and superlatively.
Here taking an adjective to explain these periods.

Grading Positives Comparatives Superlatives

First Period This is big book This book is bigger than This book is biggest.
this.
Second Period Show me the big book Show me the book Show me the biggest
which is slightly bigger book.
than this book.
Third Period What is this? Which book is bigger? Which book is biggest?
 Memory Games:
Memory games are to be introduced to the child when the child’s interest in the materials is fading
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 or after the three period-lesson is given,
depending on the game itself.

Purposes of Memory Games:

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

Game No: 1
Matching at a Distance:
 Two different tables placed with a distance.
 Take a pair of material and put one on each table.
 Directress takes one of the objects from one table and offer child to feel it by holding in his hand.
 Directress asks the child to bring the same object from the distant table. Repeat this until all pair of
material matched correctly.

Game No: 2
Grading from a Distance:
 Two different tables placed with a distance. Placed a grading material like pink tower randomly on
one table.

A) 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 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.
B) From Midpoint: (For this game child must have the
vocabulary)
 Pick up one of the middle 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.
Game No: 3
Stereo gnostic:
 Play this game with a group of children, who are sitting around a round table/ mat.
 Directress gives Pink tower block to each child. Children hide them at their back while holding them
in hand.
 Directress asks for the largest block. Children feel them and put it on the table.
 Repeat this until complete tower blocks placed from largest to smallest.

Game No: 4
Material to the Environment:
 In this game materials are related from environment. (Color tablets/ shades, geometric shapes/ solids
etc.)
 Place a mat, put the material on the mat e.g. color tablets.
 Directress point to one of the color and ask children to find something from the environment which
is of that color.
 Repeat this for all the colors and shades.

Game No: 5
Environment to the Material:
 This is similar to the above game but opposite in directions.
 Place a mat, put the material on the mat e.g. color tablets.
 Directress point to one of the color from the environment and ask children to find the same color from
the color tablets.
 Repeat this for many of the colors and shades.

Q No: 4 Explain all exercises briefly in chapter 4.1

Exploring Dimensions. Make
illustrations/diagrams and mention vocabulary
also.
Answer:-
Exploring Dimensions:
Exploring dimension is a basic division of Visual sense. In these exercises child can differentiate between
objects which have similar shapes and color but different in length, width, height and thickness.
Below are the few exercises:

 The Cylinder Blocks

 The Pink Tower

 The Broad Stairs

 The Long Rods

 The Knob less Cylinders

The Cylinder Blocks:

 Materials:
Four finely polished wooden blocks each having ten cylinders. Cylinders have knob to hold.

Block 1 Cylinders Block 2 Cylinders Block 3 Cylinders Block 4 Cylinders

Vary in height, Vary in height, Same height of 5.5cm Same diameter of 2.5 or
length and diameter, length and diameter by 3 cm
5.5cm to 1cm 1/2cm(5.5cm to 1cm)
Largest one is tallest Height increases by Diameter decreases by Height decreases by
and thickest 0.5cm(from 1cm to 0.5cm(from 5.5cm to 0.5cm(from 5.5cm to
5.5cm) 1cm) 1cm)

I. Exercise:
In this exercise directress guide the child how to hold the cylinder from the knob and then put it into
the table. After bringing all the cylinders from Block 1 to the table, directress put each cylinder back into the
block without making noise. Repeat this exercise with Block 2 and 3.When few children mastered in these
three blocks after that Block 4 introduce.

II. Exercise:
In this exercise directress guide the child how to use two blocks at a time. Mix cylinders and then put
them back to their right position.

III. Exercise:
In this exercise directress guide the child how to use three blocks at a time while placing them in a
triangular shape. Mix cylinders and then put them back to right position.

IV. Exercise:
When child mastered with all three blocks then directress guide the child how to use all blocks at a time. Placed all
blocks on table in shape of square. Mix the cylinders inside the square and then put them back into their right
position.

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

Deep, shallow

Deep, deeper, deepest

Shallow, shallower, shallowest

The Pink Tower:

 Materials:
Ten wooden cubes from the size of 1cubic centimeter to 1cubic decimeter. Cubes may be finely
painted with pale pink or plain wooden finely lacquered. Strong pink color avoided.

I. Exercise:
In this exercise directress use table or mat for this, place all cubes on it. First hold the biggest cube
with both hands compares with others and put it on the table. After that, take the second biggest cube
compare with other cubes; put it carefully without any mistake on the middle of the first cube. Repeat it until
all cubes finished and a tower build. Now place both hands on the sides of the tower, slowly move hands
upward aside the tower, hands join each other at the top of the tower. When child mastered this exercise
introduce him the second one.

II. Exercise:
In this exercise directress make the tower exactly the same way just like in exercise 1, but this time the
cubes are placed on the one corner side of the previous one. This shows that one side of the tower is straight.
The smallest cube first place at the top of the bottom cube and with the help of index finger pushed it to the
top of tower. This helps the child to differentiate the sizes.

III. Exercise:
In this exercise directress make a tower horizontally on the table. Place the largest cube on the right
hand side. Place the second cube very carefully in the center of the previous cube. Repeat it with all cubes.

Vocabulary:
Cube

Large, small

Large, larger, largest

Small, smaller, smallest

 The Broad Stairs:

Materials:
Ten brown wooden prisms having same length of 20cm but vary in height and width from1 cm to 10
cm.
Prism 1 Prism 2 Prism 3………… Prism 10
Length 20 cm 20 cm 20 cm …………. 20 cm
Width 1 cm 2 cm 3 cm …………… 10 cm
Height 1 cm 2 cm 3 cm …………… 10 cm

I. Exercise:
In this exercise directress use table or mat for this, place all prisms randomly on it. First hold the
largest and thickest prism with both hands compares with others and put it on the table. After that, take the
second largest and thickest prism compare with other prism; put it carefully without any mistake aside of first
prism. No space between the prisms left, if there is space slightly pushed second one towards the first. Repeat
it until all prisms finished and a horizontal stair build. Now pass hand over the stairs from biggest and thickest
to the narrowest. When child mastered this exercise introduce him the second one.

II. Exercise:
In this exercise directress build the stairs just like exercise 1 but for showing child the difference of
the height of the smallest prism, she hold each step of the stair from index finger of both hands and slightly
move it, then again place it to proper position.
 Vocabulary:

Prism

Broad, narrow

Broad, broader, broadest

Narrow, narrower, narrowest

The Long Rods:

Materials:
Ten wooden rods usually painted red having height and width constant and length increased by
10cm, shortest have 10cm and longest one is 100cm.

I. Exercise:
In this exercise directress use mat for this, 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.
II. Exercise:
In this exercise 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

The Knob less Cylinders:

Materials:
Four sets of wooden cylinders.

Yellow Cylinders Green Cylinders Red Cylinders Blue Cylinders

Big-Small Deep-Shallow Thick-Thin Tall-Short
Vary in height-diameter Vary in height-diameter Vary in diameter Vary in height

I. Exercise:
In this exercise directress use table or mat for this. First teach the child how to open the lid of the
box of cylinders. Then place all cylinders randomly on table. First hold the largest cylinder with hand
compares with others and put it on the center of the table. After that, 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.

II. Exercise:
Directress may put cylinders in a row for grading them.

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

Deep, shallow

Deep, deeper, deepest,

Shallow, shallower, shallowest

Extension Exercises with Pink Tower and Broad Stairs:
Exploring Colours:

Color Box 1 (Primary Colors)

At an early age children begin to notice and become interested in color. Adults
noticed that children were fascinated with spools of colored thread. Originally, spools
of colored thread were given to children and the children enjoyed looking at the
colors and sorting the spools by color. However, over time the thread would get worn,
dirty, and tattered. Therefore, today, manufacturers provide bright colored tablets
made out of plastic. The colored tablets help draw the child's conscious attention to
color.

At first, the young child is given just the primary colors to look at and match. Children like to organize and
make sense out of their world, and they enjoy organizing the colors by placing matching colors together.
After they have been matching the colors, an adult can teach the child the names of the colors. For
teaching names, a technique is used which is called "The Three Period Lesson."

Color Box 2 (Secondary Colors)

After children have explored the primary colors, they are ready to be
introduced to more colors. In color box 2 they find all the secondary colors
(the colors that can be mixed by combining the primary colors together),
plus pink, grey, brown, black and white. The children like to lay these colors
out and organize them by matching colors. After the children are familiar
with these colors, an adult can introduce the names of these colors by using "The Three Period Lesson."

Color Box 3 (Shades of Colors)

When children know their basic colors they can be introduced to shades of
color. Color box 3 provides 7 shades of each of the basic colors. Children
enjoy laying out the colors by shade - from dark to light or light to dark.

Exploring Shapes:
Young children begin to notice and show an interest in shapes. Therefore, in order to draw their
conscious attention to shapes in the environment and give them shapes to look at, touch, and feel, a
geometric cabinet is provided which contains several drawers - each containing a group of wooden cut-out
shapes placed in corresponding insets. One drawer contains circles, another drawer contains rectangles,
another contains triangles, another contains polygons, etc.

Geometric Cabinet and Presentation Tray

Children like to explore the nature of shapes. They take them out of a
drawer and they like to hold the shapes and trace their edges. They then
place them back into the corresponding inset in the drawer. In the
beginning, so as not to overwhelm the child with too many shapes, an
adult takes shapes out of the drawers that contain six shapes each, and places three contrasting shapes in
a presentation tray. The children then explore the three shapes provided in the presentation tray.

The children also like to take all the shapes out of a drawer, and then try
to place them back into their corresponding inset. This serves as a simple
puzzle for the children. It draws their attention to the attributes of each
given shape as the children have to match the shape to the corresponding
inset.

After working with wooden cut-outs of the shapes, children like to match
the wooden shapes to corresponding drawings on cards.

The first set of cards contains filled in replicas of each shape. The child
simply sets a wooden shape on top of the corresponding matching
graphic.

The second set of cards contains thick outline drawings of the shapes. In this case, the drawing is more
abstract in nature. Each cards only shows the outline of a shape and children find it harder to match the
solid wooden shape to the corresponding outline drawing.

The third set of cards provides only a thin outline drawing of each shape. This provides the most difficult
task for the child.

Geometric Solids
In addition to exploring two dimensional figures, children love to pick up
and feel the weight and dimension of 3 dimensional solids. Therefore, it is
beneficial to provide children a set of all the regular geometrical solids
including the five platonian solids (discovered by Plato), the regular curved
figures, and prisms and pyramids.
Children like to handle the solids. In the picture to the left, the child is placing each figure on a two
dimensional representation of its base.

Exploring patterns:
Every organism is born with at least one mechanism that it uses to insure its survival. For humans,
one important mechanism for survival is intelligence. By nature, human beings are intelligent. Central to this
intelligence is the ability to recognize patterns and relationships. It is this ability which enables us to
understand the world and the way things work.

The ability to understand patterns and relationships enables us to predict what is going to happen or what
could happen as we ponder alternative courses of action. Therefore, young children are born with a capacity
to explore and discover patterns and relationships. However, just as our capacities for language, for control
of movement, and all our capacities need to develop through activity over time, so the capacity to recognize
pattern and relationships develops through experience and practice. As a result, it can be observed that
young children have a natural interest in exploring patterns and relationships.

They can be seen sorting, organizing, matching, and putting things together and taking them apart. They love
to work with puzzles, play with blocks, and use their minds to find the various ways things can go together.
To this end, it is helpful to provide the children with a variety of materials they can manipulate.

Sorting Trays
As mentioned, children enjoy sorting, classifying, organizing, and making sense
of their environment through finding similarities and differences in objects. They
like to group things, pile them, examine them, manipulate them, and organize
them. Therefore, children like to have things to sort and ways to sort them.
Various objects can be collected and set out on sorting trays to serve this
interest. Over time, different objects can be provided on the trays. For example, children love polished
rocks, shells, and buttons. The objects can be piled in the middle, and the children like to sort them into
separate piles, based on shared characteristics.

Constructive Triangles
The constructive triangles are a set of triangles which can be placed
together to form a variety of shapes. In this way, children can combine
shapes together and form other shapes.
 Pattern Blocks
Children like to make patterns and designs from little colored wooden block shapes.
Each shape has at least one side in common with the other shapes.

Tessellations
Children enjoy making tile patterns out of colored geometrical shapes. All
the basic shapes are represented. For each individual shape, many
separate pieces are provided. Each shape is also provided in two colors.
All pieces have at least one side which is a common length.

To begin, children are given a simple shape such as a square. They are given a container containing many
yellow squares and many blue squares. Their challenge is to see if they can cover an area with squares
without having any gaps between the pieces. If they can, they can then experiment by making patterns with
the two colors of square tiles.

After creating tile patterns made from one shape, the children can try
combining shapes to discover what tile patterns they can make by placing
different shapes together.

After working with two dimensional shapes, children like to explore the patterns and relationships between
three dimensional pieces. Below children are laying out the pieces from two 3 dimensional puzzles. The
first is a binomial cube, and the second is a trinomial cube. These materials give the children experience
exploring abstract mathematical patterns and relationships which are represented in concrete form.

The Binomial and Trinomial Cubes

In doing a three dimensional puzzle, it
helps to lay the pieces out in an
organized fashion. In the pictures to the
left, the children are organizing the
pieces by size shape and their
relationships. The color on the shapes
helps draw attention to the relationship between pieces.

Q No: 5 How does Montessori programme help to

develop Tactile sense?
Answer:-
Tactile sense:
The child’s sense of touch is heightened with most of the Montessori materials. Touch is a very
important sense for children to develop, as when children touch and manipulate various things, they are
learning at the same time. Maria Montessori said, “The hands are the instruments of the mind”. There are
different Montessori tactile activities such as:

Blindfolds: Orientation exercise

This activity helps children to get used to using blindfolds 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.

Touch Boards (presentation one)

The first and second Touch Boards are used in this presentation. This activity helps the child grasp
the concept of ‘rough’ and ‘smooth’. The directress will introduce the first touch board, then the second one,
before finally doing three-period lessons with the child. The Montessori directress asks him to find things in
the environment which are rough or smooth.
Touch Boards (presentation two)
In this presentation, the third touch board is used. The child will be asked to feel each strip of
sandpaper, starting with the least rough to the roughest.
Touch Tablets (presentation one)
The directress will use the sensitizing tray, and five pairs of touch tablets. The directress will teach
the child how to match the correct tablets by taking their sense of sight away by averting their eyes.

Touch Tablets (presentation two)

In this activity, the child will be grading different textures. The child will be asked to take out only
one pair of the tablets, grading from roughest to smoothest. The child can either avert his eyes or wear the
blindfold to grade the tablets.

Touch Fabrics (presentation one)

The child will be introduced to the Touch Fabrics and will learn how to match the same fabrics, for
example: matching silk with silk, matching cotton with cotton, matching denim with denim, and so on.
Touch Fabrics (presentation two)
The child will use the first set of touch fabrics to grade the various pieces from the roughest to the
smoothest.

Touch Fabrics (presentation three)

The directress will do a three-period lesson in this presentation by choosing three different types of
fabric, such as silk, wool, and denim.
Q No: 6 Prepare Material of Smell Bottles and
Mystery Bag and send it along with your
assignments.
Answer:-
Please see the presentation on the material below:

1. Mystery Bag
This work presupposes the child already knows that names of each of the objects.
Materials:
A bag as attractive as possible with approximately 10 objects that are very different from each other
such as, a key, a cotton ball, a pine cone, a button, a small basket, a spoon, a corn, a lunch box, a bottle
etc.

Introduction:
I invited the child or children to come and work with me. I also show that the Mystery
Bag and its name. I also told the children that we will be working with the Mystery Bag
today.

Procedure: -
- Bring the bag over to a table and I have told the child, sit to my left.
- I placed the bag flat on the table with the opening near me.
- I have taken all the objects out of bag and placed on the table.
- When the children become familiar with all the objects, I replaced all objects in the
bag.
- I put one of my hands into the bag.
- I choose one object to feel.
- I feel the object and tell the child what you feel, i.e. soft, fluffy, light, etc.
- Once I think you know what you are feeling, said the object’s name out loud: i.e. “you
think this is a spoon.”
- I pulled the object out of the bag and I said, “Yes! It is a spoon.”
- I placed the object to the side of the table.
- I allowed the child sitting on my left to try.
- I reminded the child to feel, and then to say the object’s name before taking it out of
the bag.
- Once the child has had a turn, I allowed the next child to have a turn, but I am
working with one child, so I can take turns feeling and guessing the objects in the bag until
all of the objects have been chosen.

2. Smell Bottles
Material:
A box containing 8 bottles.
Yellow bottles: 04 (with different smells)
Green bottles: 04 (with same smells as in yellow bottles)

Possible substances:
1. Dry substances (dried lavender, lemon or orange rind etc…)
2. Liquid substances (vanilla essence, perfume, bay oil, thinner etc…)

Procedure: -
- Take the material to table.
- Take all the bottles and line up vertically.
- Opened the bottles, shown to the child, how to smell it.
- Then child start paring the bottles with same smells and so on…
 Smell Bottles

Types of Smells