NAME # SAIMA BIBI

ROLL NO# D13256

ASSIGMENT NO 3

Question no.1
Write a comprehensive on the important of sensorial
exercises?
Answer:

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 Exercises

The importance and aim of Sensorial exercises are for the child to acquire clear, conscious,
information and to be able to then make classifications in his environment. 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:
Visual Sense.
In this exercise child learns how to visually discriminate differences between similar objects and
differing objects.

Tactile Sense.
In this exercise child learns through his sense of touch. “Although the sense of touch is spread
throughout the surface of the body, The Exercises given to the children are limited to the tips of
the fingers, and particularly, to those of the right hand.” This allows the child to really
concentrate on what he is feeling, through a concentration of a small part of his body.

Baric Sense.
In this exercise child learns to feel the difference of pressure or weight of different objects. This
sense is sharp through the use of a blindfold or of closing your eyes.

Thermic Sense
In this exercise child works to enhance his sense of temperature.

Auditor Sense.
In this exercise child differentiate between different sounds. In doing these different exercises,
the child will enhance and make him more sensitive to the sounds in his environment.

Gustatory Sense.
In this exercise child is given a basic to his tasting sense. Although not all tastes are given to the
child in these exercises, the child does work to differentiate one taste from another. He can then
take these senses, and apply them to other tastes in his environment.

Olfactory Sense.
In this exercise child is given a basic to his smelling sense. Al though not all smells given to the
child in these exercises, the child does work to differentiate one smell from another.

Stereo gnostic sense.

In this exercise child learns to feel objects and make recognitions based On what he feels.
“When the hand and arm are moved about an 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,
and which permits many impressions to be stored in a “muscular memory”, which recalls
movements that have been made”

Need of Sensorial Exercises

It is possible for children, to receive any number of sensory impressions and be none the richer.
Sense impressions are not enough by themselves; the mind needs education and training to be
able to discriminate and appreciate. Montessori materials help the child to distinguish, to
categorize, and to relate new information to what he already knows. Dr. Montessori believed that
this process is the beginning of conscious knowledge. It is brought about by the intelligence
working in a concentrated way on the impressions given by the senses Sensorial materials are
self correcting to allow independent use, they foster muscular development which lays the
foundation for writing skills, and they are produced to precise metric tolerances. Correct
terminology (binomial cube, isosceles triangle) and mathematically exact relationships enrich the
child's experience so that abstract concepts may attach to familiar reality.

Question no.2
What is Stereo gnostic sense and how can we develop
it?
Answer.
It is the combination of tactile and muscular memory in which a child can recognize things by
just feeling it. As Montessori says;
“When the hand and arm are moved about an object, an impression of movements added to the
touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense,
and which permits many impressions to be stored in a muscular memory which recalls
movements that have been made”
By doing different kinds of Stereo gnostic exercises, the child can recognize things by
touching/feeling them in his hands. Different materials are used to develop this sense such as,
Geometric solids, Mystery bags, Sorting Trays, Puzzle maps, and Sandpaper Globe

. How to develop Stereo gnostic sense

Stereo gnostic sense is very important sense as it helps children to discriminate between different
size and shape by feeling the objects. It allows children to make mental picture through the use
of touch the object. These activities are first done with open eyes but afterwards child feels the
object by blindfold. There are a lot of exercises which can be done to develop Stereo gnostic
sense. The directress does all exercises in front of the children.

Activities.(1) Sorting trays

(a) Material
(i) A tray with three bowls or dishes.
(ii) Small dishes are filled with buttons and beans; one type in each bowl.
(iii) One large dish will be placed empty in the middle of the tray.
(iv) Material should be different in shapes and size.

(b) Presentation
(i) Place tray in front of the child.
(ii) Pick up one of the largest item in the bowl and close eyes and feel it by using both hands.
And tell child that it feels different when the directress closes her eyes.
(iii) Then ask child to feel the object with his eyes opened and closed. And place it in the large
empty dish.
(iv) Repeat it again for other items.
(v) The child first checks all these things by their hands and feels them Introduce names of each
item.
(vi) Then child closes his eyes or used blindfold, again feel the items named it, and then put it
into the second tray.
(vii) Then ask child to open his eyes and sees how perfectly he has done. Invite children to
repeat it.

(2) Mastery bag

(a) Material
(i) A cloth bag
(ii) 10 to 20 small objects different from one another such as, a key, acotton ball, a button, a
small basket etc.

(b) Presentation
(i) Ask the child to come and work with you.
(ii) Show and tell the name of mystery bag to students.
(iii) Ask them to sit in the semi-circle.
(iv) Take all objects out of bag and place them on the table and ask
children to handle them in their hands if they wish to do so. When they get familiar to the
objects, and then put them back in the bag.
(v) Then put one hand into the bag and feel an object and tell children a
bout what you feel, for instance, soft, fluffy, light, etc. also name the object in a loud voice, i.e. I
think this is a ball.
 (vi) Then, pull the object out of the bag and checked whether you were right or wrong. If right
then say, yes! That’s right.
(vii) Repeat it with all children till all objects are done. To sum up, Stereo gnostic sense
exercises are very helpful for children to develop stereo gnostic sense.

Question no.3
Write a note on Three Period lesson and memory
games?
Answer.
Three period lessons are used for teaching new words to the Montessori children. The directress
teaches both names of material and the names of qualities (positive, comparatives and
superlative) related to the material. The three period lessons are;
(1) Naming period
(2) Recognition and Association Period
(3) Pronouncing Period

Naming period
The directress presents the child with three contrasting objects, and places them on a mat
leaving some distance between them. Then, she feels the objects thoroughly one at a time. Then
she asks the child to repeat as she does. After the child has felt these objects and placed them
back. Then she places her finger on a tip of the object and gives name saying “this
is___________. For instance this is cube. She gives names to all objects in the same way. Then,
the teacher will repeat the names of each of the objects.

Recognition and Association Period

After naming the objects, the directress will ask her students to recognize objects by their names
… saying,” Show me ______ “. For example show me the cube. Pronouncing period When the
directress is sure that the child can name the object, then she challenges the child to name the
object himself. For instance, she may point out the object and ask “what is this” the child
answers “This is cube. “In the three period lessons, there are three grading lesson and that are
Positives, comparative and superlative. Here taking an adjective to explain these periods.

Grading Positives Comparatives Superlatives

First Period this is big cube this cube is bigger than this. This cube is biggest. Second Period
Show me the big cube. Show me the cube which is slightly bigger than this book. Show me the
biggest cube.
Grounding Positive Comparative superlative
First Period This is big cube This cube is bigger than This cube is biggest
this

Second Period Show me the big cube Show me the cube which Show me the biggest
is slightly bigger than this cube
book
Third Period What is this? Which cube is bigger? Which cube is biggest?

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

(1) Matching at a distance

a. Place two different tables with distance.
b. Put a pair of materials, one on each table.
c. The teacher takes one object from the table and asks her student to feel it by holding the
object in his hand.
d. Then asks the child to bring the same object from the distant table.

(2) Grading from a distance

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

(3) Stereo gnostic

a. It should be done in the group.
b. Children sit in the circle around a mat.
c. Then directress gives them material in their hands (for instance one cu be of the pink tower to
each student).
d. Then children hold cube behind their back and feel them.
e. Then directress asks for the largest cube and it should be placed on the mat.
f. Children judge the cube size and place it on the mat.

(4) Material to the environment

a. Spread out the mat and place the material for instance color tablets on the mat randomly.
b. The directress takes tablets and asks her students to figure out some thing in the environment
of that same color and shade.

(5) Matching at the distance

a. Spread out the mat and place the material for instance color tablet son the mat randomly.