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Question no.1
Write a comprehensive on the important 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.
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 different groups:
(1) Visual Sense. In this exercise child learns how to visually discriminate
differences between similar objects and differing objects.
(2) 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.
(3) 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
(4) Thermic Sense. In this exercise child works to enhance his sense of
temperature.
(6) 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
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work to differentiate one taste from another. He can then take these senses, and apply
them to other tastes in his environment.
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
Answer.
By doing different kinds of Stereognostic 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.
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 Stereognosticsense. The
directress does all exercises in front of the children.
Activities.
(a) Material
(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
Question no.3
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;
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.
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.
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) Stereognostic
(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
something in the environment of that same color and shade.
(a) Spread out the mat and place the material for instance color tablets on
the mat randomly.
(b) The directress gives something to child from the environment and asks
her student to match it to the closest match in the material on the mat.
To sum up, three period lessons and memory games have a great importance in the
Montessori school. They are really helpful in teaching Montessori students.
Question no.4
Explain all exercises briefly in chapter 4.1 Exploring dimensions. Make illustrations/
diagrams and mention vocabulary too.
Answer.
Exercises
(b) Exercise
(c) Vocabulary
(b) Exercise
(c) Vocabulary
(i) Cube
(ii) Large, small
(iii) Large, larger, largest.
(iv) Small, smaller, smallest.
(a) Material.
(b) Exercise
(c) Vocabulary
Question no.5
Answer.
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.
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.
(a) Materials. One box having five pairs of wooden tablets with
gradations of roughness. A blindfold.
(b) Procedure
(i) Take out two to three pairs with greater contrast and put it on
the table.
(ii) Mix them and then pick one tablet at a time feel it in hand,
lightly stroke it and then put aside.
(iii) Tell the child “I am going to find the one which is just like
this”.
(iv) Find the other tablet and put it with previous one. Allow child
to feel the similarity.
(v) 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.
(b) Procedure
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Question no.6
Answer.
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Maryam Raqeeb
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