Student Name : Ayesha Kamran

Roll No : D15240

PMC ASSIGNMENT
MODULE – 3
Question - 1. Write a comprehensive note on the importance of sensorial
exercises.
Ans: 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.
The purpose of the sensorial materials is to aid the child in refining the
child’s pitch, temperature, and weight and is utilizing language in describing
these qualities. These materials are an integral part of developing the whole
child directly building the “mathematical mind” and indirectly preparing for
writing.

Question - 2. What is stereognostic sense and how can we develop it?

Ans: 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.

Question-3. Write a note on Three period lesson and memory Games.

Ans: 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
In 1st period we tell the child about a thing e.g this is “red”.
In 2nd period we will say show me “red”
In 3rd period we ll ask what is this?
Memory game: 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.
These games are:
1 Matching at a distance.
2 Grading from a distance.
3 Stereognostic .
4 Material to the environment.
5 Matching at the distance.

Question - 4.Explain all exercises briefly EXPLORING DIMENSIONS. Make

illustration/diagrams and mention vocabulary also.
Ans. Exploring Dimensions:
Exploring dimensions group come under the visual exercises. As visual exercises is
an important part of the sensorial development. In this group, exploring
dimensions, the child learns how to discriminate between objects having similar
shapes and colors but varying in length, width, height or thickness.

Exercise 1: The cylinder blocks:

Materials
4 blocks each contain 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.

Exercise:
Ø Take consent of a child.
Ø The directress begins exercises with holding the knob of the first cylinder.
Ø Remove and place it on the table without making any noise.
Ø When she is done, she will select the largest and return it to its place it to its
appropriate hole without making any noise.
Ø After completing her presentation, she will ask children to do the exercise.
Ø After doing block 1, then he should be presented with 2, 3 blocks.

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.

Exercise 2: The Pink Tower:

Material:
Ten wooden cubes varying in sizes from 1 cubic centimeter to 1 cubic decimeter.
Exercise:
Ø Select a mat and spread it on the floor.
Ø Take the consent of the child.
Ø If the directress is right handed, the child should stand on the left side of her.
Ø Hold the largest cube and move it closer to other cubes and figure out the sizes
of the cubes.
Ø Place the biggest one on the mat and then look for the second biggest.
Ø Place second biggest cube on the biggest one.
Ø Compare and place all the remaining cubes in the same way.
Ø Now, place both hands on the sides of the biggest cube and move slowly
upward. The purpose of doing this to give the idea to child about the tower that
gradually it becomes narrow.
Vocabulary:
· Cube
· Large, small
· Large, larger, largest.
· Small, smaller, smallest.

Exercise Brown Stairs

Material:
-10 brown wooden prisms of the same length (20cm) but differing in height. They
vary from 10cm x 10cm x 20cm to 1cm x 1cm x 20cm.
Exercise:
Ø Select a mat and spread it on the floor.
Ø Mix the prisms on the floor but make sure they are not touching each other.
Ø Hold the largest prism and compare it with others and make sure that you are
holding largest and thickest one.
Ø Place it towards the far left side of the mat in such a way that square side of the
prism is facing towards you.
Ø Find the second thickest prism and compare it with other.
Ø Bring it closer to the largest one and push it towards largest one and there must
not be any space between these two.
Ø Continue to arrange rest of the prisms.
Vocabulary:
· Prism
· Broad, narrow
· Broad, broader, broadest
· Narrow, narrower, narrowest.
Extension Exercise:
Pink tower and broad stairs (vertical):
Material:
Pink tower, broad stairs and a mat.
Presentation:
Ø Spread the mat on the floor.
Ø Bring the broad stairs (prisms) to the work place.
Ø Place the thickest prism on the mat with a rectangular side facing you.
Ø Then, place second thickest prism on the first thickest prism.
Ø Arrange all in the same way.
Ø Then, take largest cube of pink tower and close it to the right square side of the
thickest prism.
Ø Place cube gently with both hands and make sure that it completely contact with
the square face of the prism.
Ø Take second cube and place it on the first cube in a way that it contacts exactly
with the side of the second prism.
Ø Continue to assemble the rest of the cubes in the same way.

Question- 5.How does Montessori program help develop tactile sense?

Ans. 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:
1) Exploring Texture
2) Exploring weight
3) Exploring Temperature
4) Exercise of stereognostic sense
For young children, the sense of touch is 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 or she feels.
In the Montessori class, materials such as the Rough and Smooth (Touch) Boards, Touch
Tablets, and Fabric Box are some of the first touch materials that your 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.
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.
1 Exploring Textures: Touch Tablets

2 Exploring Temperature: Thermic Bottles

3 Exploring Weight: Baric Tablets.