Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Q No.1:- Write a comprehensive note on the importance of Sensorial

exercises.

Children learn about the world around them through their five senses. Sensorial
exercises are therefore those exercises that sharpen the ability to utilize these senses
through external stimulus (from the environment). They are designed to isolate and
materialize the properties of physical matter. Each activity appeals to a corresponding
sense organ. Each set must be complete and in proportion.

Importance of Sensorial Exercises:

Sensorial activities are used in Montessori learning to help children in

discrimination and order. They also help broaden and refine a child’s senses during the
Sensitive Period. When a child combines Montessori designed materials with sensorial
work, it helps them become more logical, perceptive, and aware. In Montessori
philosophy, the child is considered the “sensorial explorer” and learns to perceive
qualities through sensorial experiences.

Many Montessori materials are designed to assist in visual distinction by allowing

a child to recognize differences in dimension, length, width, and size. Montessori
activities such as the Brown Stair, Red Rods, Knobbed Cylinders, and Colour Tablets
can also enhance the visual sense; whereby they learn how to visually discriminate
between similar as well as differing objects.

The auditory sense is also developed in sensory materials like Sound Cylinders
and Bells, where they learn to differentiate between different sounds and become more
attuned and sensitive to sounds in their environment. Similarly, the tactical sense, i.e
the sense of touch and its feel is sharpened through the use of Touch Tablets and
Fabric Feel. A child differentiates tastes by strengthening their gustatory sense through
activities such as food preparation and food tasting. Using Montessori materials such as
Scent Bottles can help a child differentiate smells with their olfactory sense.

Children can obtain limitless amounts of knowledge during their formative years.
It is especially important to develop a child’s senses between birth and age 6. This is
why it is important to emphasize helping children understand the world around them by
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

using sensory materials in the classrooms. These sensorial activities help to develop
important lifelong skills such as logic, awareness, and perception.

Sense perception develops at a relatively early stage, and so the child must learn
to distinguish people from objects, one face from another, identify different voices etc.
and consequently learn about their social environment. The sensorial activities aim to
help the child lovingly and scientifically to order these early experiences and drive them
to rediscover the world by looking for the details, similarities, and differences to refine
their senses during the Sensitive Period.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3
Question 2: What is Stereognostic Sense and How Can we Develop it?

The stereognostic sense refers to the ability to identify objects and discriminate
between different sizes, shape, texture and weight based on touch alone, without
seeing them. It familiarizes them with various materials and objects and allows them to
have a mental picture of them and their movement.

By doing different kinds of stereognostic exercises, a child can recognise 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. Below are a few exercises with these objects that can help with this. The
stereognostic activities are first done with the eyes open and then by using a blindfold.

Geometric Solids: Arrange a basket large enough to contain ten geometric

wooden solids in blue:

• A triangular prism
• A rectangular prism
• A cube
• A cylinder
• A cone
• A triangular pyramid
• A square pyramid
• A sphere
• An ellipsoid
• An ovoid

Have the child choose 3 to 4 solids. Place these in a separate basket and cover
with a cloth. Reach your hand under the scarf, feel one of the solids underneath, and
say out loud what solid you believe you have in your hands. Take out the solid from
under the Maryam Tariq | D14263 5 scarf to reveal the solid you have. Allow the child to
do as you have shown. This allows the names of the solids to be reinforced for the child.
Work in this manner until the child can place a scarf over all of the solids and still feel
and guess correctly.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3
Mystery Bags:
Arrange a bag with a drawstring to hide the contents inside. Fill the bag with a
variety of exciting things like pebbles, feathers, colorful ribbings, miniature cars,
marbles, and key chains, etc. Allow the child to observe and feel these items as you
introduce them one by one. Follow by asking the child to close their eyes or loosely
blindfold them, again repeating the exercise of feeling the objects in their hand and
attempting to identify what it is. Finally, allow them to open their eyes/remove the
blindfold and see if they guessed right.

Sorting Trays:
Arrange two trays; one with four or more saucers, each containing different types
of grains, beans, peas, rice, lentils, and seeds etc respectively, and let the other tray
have the same quantity of EMPTY saucers.

Let the child feel all the contents by way of touching, and then place each item in
the second tray’s saucer separately as you introduce names of each item. Follow by
asking the child to close their eyes or loosely blindfold them, again repeating the
exercise of feeling the objects in their hands and attempting to identify what it is and
then place into the second tray. Allow them to open their eyes to see how well they
have done. Alternatively, this exercise can be modified to add an extra challenge by
mixing all the items in a single bowl and letting the child attempt to separate them into
different saucers.

Puzzle Maps:
Get a puzzle map of Pakistan and a globe. Disassemble the puzzle map such
that it is divided into provinces. Show the child a globe and the complete map of
Pakistan. Show the child where Pakistan is located on the globe. Then put the globe
aside and focus on the puzzle. Let the child point out the outline and name of each
province. Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

Sandpaper Globe:
You will require a world globe for this exercise where the land areas are covered
with sandpaper while the water areas are painted blue. Let the child hold the globe and
call its name. Allow him to identify and clearly name the different areas on the globe as
being either land or water areas.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3
Question 3: Write a note on Three Period-Lesson and Memory Games.

Three Period-Lesson:

The purpose of Three Period Lessons is to teach new words to the Montessori
children. The directress's aim should be to not only teach kids the names of the
materials but also their qualities; positive, comparative and superlative. The three period
lessons are as follows;

Naming Period
First Period: The directress will arrange three objects with clearly distinctive
features and place them out on a mat. She will then proceed to touch and feel the
objects, encouraging the kids to do the same to get a sense of familiarity, followed by
putting them back in their place. She then subsequently places her fingertip on each
object and clearly identifies it by its name, repeating the name-calling exercise once
more to reinforce.

Recognition and Association Period

Second Period: After the exercise of naming the objects, the directress now
effectively tests the students by asking them to identify the objects by their name by
calling out the names of each object and requesting them to point at the relevant object.

Pronouncing Period
Third Period: When the directress is sure that the child has learned and is
capable of identifying the object, she proceeds to challenge the child to name the object
itself on their own. She may do this, for example, by pointing at the object and asking
the child what its name is.

Three-period lessons consist of three grading lessons, basically aimed at

introducing adjectives, qualities or degrees of modification to a child, namely Positives,
Comparatives and Superlatives as mentioned earlier. Examples of the three grading
lessons across the three lessons are as follows:

 Naming Period (First Period) - Positive: This is a big cube.

 Naming Period (First Period) - Comparative: This cube is bigger than this.
 Naming Period (First Period) - Superlative: This cube is the biggest.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

 Recognition and Association Period (Second Period) - Positive: Show me

the big cube.

 Recognition and Association Period (Second Period) - Comparative: Show

me the cube which is slightly bigger than this book.

 Recognition and Association Period (Second Period) - Superlative: Show

me the biggest cube.

 Pronouncing Period (Third Period) - Positive: What is this?

 Pronouncing Period (Third Period) - Comparative: Which cube is bigger?
 Pronouncing Period (Third Period) - Superlative: Which cube is the
biggest?

Memory Games:

Memory games are aimed at reigniting waning interest in familiar materials as

well as revising what has already been taught and learned by the child in a refreshing
way. These games also help to motivate students to discover variations in materials.
Examples of these games are illustrated below:

Matching at a distance:
The directress places two different tables or mats at a distance. She then puts a
pair of similar materials on each of the tables/mats. The directress then selects one of
the pairs, allowing the child to hold and feel it. Finally, she asks the child to fetch the
matching pair from the other table/mat and repeats this exercise until all the items have
been matched against each other.

Grading from a distance:

(a) From an extreme: The directress places two different tables or mats at a distance
and places the grading materials at random on one of the tables/mats. She then
picks up one of the extremes (for example the largest cube in the Pink Tower),
and places it on the other mat/table. She follows by asking the child to bring a
size smaller to the mat/table and place it next to the bigger one already placed.
Continue until the exercise has been completed down to the smallest sized item.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

(b) From a midpoint (only possible after the child has already completed the Three
Period Lessons): The directress places two different tables or mats at a distance
and places the grading materials at random on one of the tables/mats. She 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. She then asks the child to
bring to the other mat the next size up OR down.

Stereognostic:
This is a group game where the directress makes the students sit around a map
in a circular formation, as she hands 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 then asks for the largest cube to be placed onto the mat. By feeling their
cube, the children are being asked to feel for the recognition of the sizes of the cubes.
The directress then continues asking for certain cubes working the biggest cube to the
smallest cube, until all the cubes have been placed on the mat.

Material to the environment:

The directress rolls out a mat and places the colour tablets onto it randomly. She
then points towards any one of the colours and asks the child to identify something in
the environment of the same colour or similar shade, repeating the exercise for all of the
colours.

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 instead
of the other way around as done in the previous game. After the directress rolls out a
mat and places the colour tablets at random onto the mat, she will then point at
something in the environment, for example a curtain and ask the child to find a colour
tablet closest to the colour/shade of the curtain.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Question 4: Explain all exercises briefly in chapter 4.1 Exploring

Dimension . Make illustrations/diagrams and mention vocabulary
also.

"Exploring Dimensions" comes under visual exercises, which are an important

part of sensorial development. In this group, the child learns how to discriminate
between objects that have similar shapes and colours but vary in length, width, height or
thickness.

Exercises:

(1) The Cylinder Blocks:

(a) Materials:
Four lightly varnished wooden blocks each containing ten cylinders. The
cylinders vary in size in a regular way. Each cylinder has a wooden knob to hold
it by.

Here’s how the blocks differ:

Block 1: The diameter increases from 1cm to 5.5cm

The height remains constant at 5.5cm

Block 2: The diameter increases from 1c, to 5.5cm

The height increases from 1cm to 5.5cm

Block 3: The diameter increases from 1cm to 5.5cm

The height decreases from 1cm to 5.5cm

Block 4: The diameter remains the same.

The height increases from 1cm to 5.5cm

(b) Exercise:
The directress starts by removing the knob of the first cylinder gently and
quietly putting it on the table, repeating this until all knobs are removed. She then
selects the largest knob and places it back into its respective hole quietly. After
she is done, she will ask the children to repeat the same exercise, moving on
Block 2, 3 and 4 as they progress.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

(c) Vocabulary:
Block 1 and 2:
Large, small
Large, larger, largest
Small, smaller, smallest

Block 3:
Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest

Block 4:
Tall, short
Tall, taller, tallest
Short, shorter, shortest
Deep, shallow
Deep, deeper, deepest
Shallow, shallower, shallowest

(2) The Pink Tower:

(a) Materials:
Ten solid wooden cubes varying in size from 1 cubic centimetre to 1 cubic
decimetre and pale pink in colour.

(b) Exercise:
The directress spreads out a mat on the floor. She picks up the largest
cube and brings it closer to the rest of the cubes and analyses the relative sizes
of the cubes. She then puts the biggest one on the mat and looks for the cube a
size smaller than it to place it next to it. She repeats the same down to the
smallest cube. She then motions her hands from the biggest to the smallest to
reinforce the idea of the tower gradually becoming narrower.

(c) Vocabulary:
Cube
Large, small
Large, larger, largest
Small, smaller, smallest
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

(3) The Broad Stairs:

(a) Materials:
Ten brown wooden prisms, all of the same length but varying height and
Width from 1 centimetre to 10 centimetres (or 1 decimetre squared). The end
faces represent the squares of the numbers one through ten.

(b) Exercise:
The directress spreads out a mat on the floor and mixes the prisms on it
such that they do not touch each other. She picks up the largest prism and holds
it against the others to compare and ensure that she is indeed holding the largest
and thickest one. She then places it towards the far left side of the mat such that
the squared side faces towards her. She follows by looking for the second
largest and thickest prism, brings it closer to the largest and places it next to it
such that there is no space between the two. She continues by repeating the
exercise until all the prisms are arranged in the same way according to their size.

(c) Vocabulary:
Prism
Broad, narrow
Broad, broader, broadest
Narrow, narrower, narrowest

(4) The Long Rods:

(a) Materials:
Ten red wooden rods of constant height and width. The length increase
by ten centimetres from the shortest rod which is one decimetre, to the longest
one,which is one metre.

(b) Exercise:
The directress places a large mat on the floor and arranges the rods
randomly on the mat, without he shortest near the longest for visual contrast. She
looks for the shortest rod and places it in the lower left corner and double checks
for reinforcement that she does indeed have the shortest rod. She continues to
do this, going from the shortest rod to the longest until the stair has been
completed.

(c) Vocabulary:
Long, short
Long, longer, longest
Short, shorter, shortest
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

(5) The Knob less Cylinders:

(a) Materials:
Four sets of 10 cylinders, each set of a different colour. Yellow cylinders
vary in height and diameter (the widest cylinder is also the tallest), green
cylinders vary in height and diameter (however, opposite to yellow so that the
widest cylinder is also the shortest), red cylinders vary in diameter and blue
cylinders vary in height.

(b) Exercise:
The directress arranges a table or mat. She teaches the child how to open
the lid of the cylinder boxes and places all the cylinders on the table randomly.
She picks up the largest cylinder, compares it with others and puts it on the
centre of the table/mat. She then takes the cylinder that is one size shorter from
the previous and carefully places it on top of the former, aligning it properly so it
rests perfectly on top of it. She continues this exercises until she has placed all
the cylinders on top of each other and the tower has been built.

(c) Vocabulary:

Set 1 and 2:
Large, small
Large, larger, largest
Small, smaller, smallest

Set 3:
Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest

Set 4:
Tall, short
Tall, taller, tallest
Short, shorter, shortest

Deep, shallow
Deep, deeper, deepest,
Shallow, shallower, shallowest
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Question 5: How does the Montessori program help develop Tactile

Sense?

Tactile Sense refers to the child's ability to perceive the world through touch and
form a sense of understanding about it. It is therefore important to help refine this sense
by encouraging them to actively but safely explore objects around them through touch
and attribute qualities to them by using descriptive words/adjectives, for example, are
the items rough or smooth etc.

Tactile Exercises are classified into four divisions as seen below alongside
examples of exercises under those classifications.

Exploring Textures: Touch Board, Touch Tablets and Touch the Fabric

Exploring Weight: Baric Tablets

Exploring Temperatures: Thermic Bottles and Thermic Tablets

Exercises of Stereognostic Sense: Sorting Trays, Mystery Bags, Puzzle Maps

and Sandpaper Globe

I will now explain one exercise from each classification above to illustrate how
the Montessori program helps to develop Tactile Sense.

Exploring Textures
Touch Tablets: Arrange a blindfold and a box containing five pairs of wooden
tablets with varying degrees of roughness. Take out two to three pairs with greater
contrast and place them on the table before mixing them up. Follow by picking one
tablet at a time as you feel it in your hand by gently stroking it and then put it aside.

Communicate to the child how you will attempt to find a tablet with a similar feel
and then place the said tablet next to the previous one. Allow the child to feel for the
similarity as well by touch. Repeat with all the tablets, first without a blindfold and then
with one, allowing the child to do it independently as well.

This exercise helps a child develop the tactile sense of differentiating between
rough and smooth surfaces. The addition of the blindfold additionally helps refine and
sharpen individual senses. They also learn the names of the objects as well as that of
their qualities/adjectives through the three period lessons, improving upon their
vocabulary as well, including words like rough and roughest.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Exploring Weight
Baric Tablets: First arrange a blindfold and three boxes with six polished wooden
tablets in each. Each set must be a different weight, colour and wood from the other,
however their shape and size must be the same. Bring two boxes on table which
contains the heaviest and lightest tablets. The directress then shows the child how to
hold the tablet in the palm of their hand, making sure their hands are not stiff. She
continues by feeling the heaviest tablet in her own hands and then lets the child repeat
the act. When it is clear that the student is able to handle the tablet on their own, repeat
the same exercise, but with a blindfold this time.

This exercise helps the child develop the tactile sense of differentiating between
different weights as well as for complex skills they will need in the future for
mathematics like measuring weight precisely etc. The modification of the exercise to
include a blindfold will help the child to focus their attention upon one sense at a time,
refining and sharpening their individual sense. They also learn the names of the objects
as well as that of their qualities/adjectives through the three period lessons, improving
upon their vocabulary as well, including words like heaviest and lightest.

Exploring Temperature
Thermic Bottles: The directress needs to arrange four pairs of metal containers,
each pair containing water at various temperatures as follows:

Bottle Pair 1: 37°(room temperature)

Bottle Pair 2: 27°(tap water)
Bottle Pair 3: 17°(refrigerated water)
Bottle Pair 4: 47°(warm water)

The directress then takes out each pair of bottle at a time and feels it for herself
as well as lets the child feel it, after which she communicated to the child how she will
attempt to find a bottle with the same temperature. She then lines up the bottles and
allows the student to feel for their temperature, repeating the same with each set.
Finally, she mixes them all up and allows the child to do it independently, assisting as
and when needed.

This exercise helps the child develop the tactile sense of differentiating between
varying degrees of temperature based on touch and feel alone which can be useful for
many instances in practical life as well. They also learn the names of the objects as well
as that of their qualities/adjectives through the three-period lessons, improving upon
their vocabulary as well, including words like cold, colder, coldest and hot, hotter,
hottest.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Exercises of Stereognostic Sense

Mystery Bags: The directress will arrange a bag with a drawstring to hide the
contents inside. She will fill the bag with a variety of exciting things like pebbles,
feathers, colorful ribbings, miniature cars, marbles, and key chains, etc. She will allow
the child to observe and feel these items as she introduces them one by one, followed
by asking the child to close their eyes or loosely blindfold them, again repeating the
exercise of feeling the objects in their hand and attempting to identify what it is. Finally,
the child is allowed to open their eyes/remove the blindfold and see if they guessed
right.

This exercise helps the child refine their tactile stereognostic sense of
differentiating between different objects based on their shape and size etc. They also
learn the names of the objects as well as that of their qualities/adjectives through the
three-period lessons, improving upon their vocabulary as well.
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Question 6: Prepare material of Smell Bottles and Mystery Bag and

Send it along with your assignment papers.
Please see the representations on the material below:

Smell Bottles
Pricked bottles

Types of smells
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3

Mystery Bag
Bag

Items
Name:- Riffet Ehsan Roll No:- D12077

Assignment Module 3