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MODULE -3 (ASSIGNMENT)
Q1: Write a comprehensive note on the importance of sensorial exercises.
Ans: Sensation. The word sensation refers to the signals that a sense sends to the brain at the
time of receiving a stimulus from the environment. The level of sensation, caused by a stimulus,
is almost the same in adults. This ability to use a sense properly develops over time and is not
developed at the time of birth.
2. Importance of Sensorial Exercises. The aim and importance of sensorial exercises is
too able the child to acquire information, attain and classify in the environment. This can only be
made possible by providing better opportunities of sensory interaction with the environment. The
sharper the ability to use the senses the more is the information the one can perceive from the
environment. These senses are developed at the time of birth but the exercises are therefore
important because it leads to the use of these senses. Through these learnings and study, the
child begins to understand the environment by his own experiences.
3. Children without Sensorial Exercises. Today most children grow in prepared and
artificial environment. So these children only grow but the development of their senses are not
possible. So while practicing these exercising directress should be aware of the requirements
for proper and appropriate development.
4. Different Types of Sensorial Exercise. Sensorial exercises are divided into different
types to ensure the development properly. In addition, this grouping enable us to cover such a
wide range of exercises step by step. The development is directly proportional to proper nutrition
and adequate stimulation. Sensorial exercises were made in order to cover every quality of
senses like sharpness, softness, texture, color, style, thickness etc. So these are eight important
sensorial exercises given below:-
a. Visual Sensory Exercise. In this exercise children learn how to comprehend
things they are watching. A child learns to differentiate similar and different object,
differentiate the softness, hardness, sharpness, thickness etc.
b. Auditory Sensory Exercise. In this exercise children learn how to comprehend
things they are hearing. In this way they learn to differentiate between different
sounds. This exercise makes the child more sensitive in his environment.
c. Tactile Sensory Exercise. In this type of exercise, a child learns from the sense
of touch. We all know that this sense is spread throughout our entire body but this
exercise is limited to the tips of fingers. So in this exercise a child learns to figure
out things by touching.
d. Olfactory Sensory Exercise. In this exercise a child learns with the sense of
smelling. This exercise enables the child to differentiate between different
fragrances.
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e. Gustatory Sensory Exercise. In this exercise a child learns from the sense of
taste although not all tastes are given in this exercise but this exercise enables the
child to use the sense of taste and deal in his environment properly.
f. Baric Sensory Exercise. In this type of exercise a child learns to feel pressures
and weights. This sense is sharp through the use of closing your eyes.
g. Thermic Sensory Exercise. In exercise deals with the working with temperatures.
In this exercise a child works to enhance the sense of temperature.
h. Stereo Gnostic Sensory Exercise. In this type of exercise a child learns to feel
the object without using the visual sense and make recognition based on what he
feels. When a hand and an arm is moved to an object, an impression of that
movement is added to that touch, this impression is basically called Sixth sense.
This sixth sense is actually a muscular sense which permits many impressions to
be stored in a muscular memory which recalls the old memory and movements
that has been made.

5. How Sensorial Development is Possible?

a. Sensorial development is one of the important in one’s life to make sure the true
functional life. Development of our senses continues even after the birth. Though
a newly born baby can see, hear, taste, feel and smell but the ability to use the
senses is very poor in babies.
b. A modern research has proved that our ability to use our senses develops during
the first six years of life very rapidly as nervous system is also developing during
these years. Interaction with the environment and active use of a sense is most
important in development. The more we use our senses the more it develops.
Certainly, we should provide a necessary conditions for full biological development
of the nervous system. This means a child should be place in a special setting
where he urges to interact with environment do not get hindered.
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c. Complete sensory development means that the sensory organs must be
developed to their full potential, and the brain must learn to interpret and
understand the signals that they send.
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Q2: What is stereo gnostic sense and how can we develop it?
Ans: Stereo Gnostic Sense
a. Stereo gnostic sense is a sense of feeling things by using the sense of touch. This
sense is used in Montessori schools to feel different objects hidden in something
and then describe what it is. This sense is basically an ability to perceive and
understand the form and nature of an object by using sense of touch.
b. Stereo gnostic sensory exercise help a child to develop concepts of basic things
and making recognitions based on the feeling of touch.

c. For the development of this sense, we should need some adequate materials that
will help to sharpen the stereo gnostic senses. For any type of sensorial
development we have to work out with it so here are some of exercises that will
help in developing one’s stereo gnostic sense:-
(1) Mystery Bag
(a) Mystery bag is one of the easy and efficient way of developing one’s
stereo
gnostic
sense with
some
mystery in
learning. In
this type of
exercise, a
child learns
to feel and
describe
things.
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(b) How to Start this Activity?
I. Gather all the students and give all of them a mystery bag.
II. Mystery bag must be made up of a thick stuff so that we can
hide something in it and it is not visible to students.
III. Ask one by one to all the students to touch something in
mystery bag then describe what it is and then bring it out.
IV. In this way, learning feels fun to students and this activity
creates a lot of interest in students to learn.
(2) Big and Small Cubes
(a) Big and small cube activity is one of the easy activity that sharpen
one’s stereo gnostic sense. This activity is compose of some big and
some small cubes. Different sizes of cubes are hidden behind a
student and then students have to tell the size by only touching those
cubes. This activity is very helpful in experiencing one’s stereo
gnostic sense.
(b) How to Start this Activity?
I. Spread out a mat.
II. Gather all the students.
III. Now place some big and some small cubes behind each
student and guide them not to look behind.
IV. Now ask one by one to all students to touch any one material
behind you and describe what it is.
V. Let the student describe the shape first.
VI. Then ask the size of the cube.
VII. If the student correctly define the size then appreciate him.
VIII. But if he fails to describe the shape then let them practice
again with shapes and size.
IX. The student feel confident if we just don’t scared him on
incorrect answer so kindly tell them their mistakes and faults
so that they might feel easy on mending them.
(3) Sorting Tray
(a) Sorting tray is also a very easy exercise to develop stereo gnostic
sense. This activity is composed of trays and bowl. Students also
feel fun because in this activity students have to do some work stuff.
Directress might feel easiness in teaching this way.
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(b) How to Start this Activity
I. First of all prepare all the material for this activity.
II. Take two trays with four bowls in it. And name the trays with
A and B.
III. One tray has bowls with different grains, beans, beats and
some peas in them.
IV. While the other tray has empty bowls in it.
V. Now ask one by one to all the students to close their eyes and
tell what is in the first bowl of tray A.
VI. After that tell that student to put this thing in the bowl of tray
B.
VII. Then open his eyes and show him how perfectly he done his
job.
VIII. Appreciation is very important thing that a child is mostly
expecting from his teacher. So appreciate him.
(4) Land and Oceans
(a) Land and ocean is a conceptual activity which contains concepts of
land and oceans. In this activity a child must have a clear concept of
a land which is dry and an ocean that feels is wet. You can set a
chart with land and ocean. Children then close their eyes and feel
these parts and tell. This activity is also a fun for kids.
(b) How to Start this Activity?
I. First of all prepare a chart in which you will add portions of
land and oceans.
II. You can simply stick some sand on a chart to land portion or
you can also use sand paper and add some blue paint in
ocean portion.
III. Now ask one by one to all the students to close their eyes
and touch the land portion and the ocean area.
IV. In this way this activity is useful in developing one’s stereo
gnostic sense with interest and fun.
2. Although stereo gnostic sense is develop in kids in Montessori schools but it is also
present in all types of kids. We can see how perfectly this sense is develop in blind people
because they experience each and everything by touching. In Montessori school we ask these
kids to close their eyes but blind kids are born with no sense of sight in them. So all of basic
things are practice by touching it. If blind kids can develop this stereo gnostic sense how not
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normal kids can develop it easily? If we work with kids, they can easily develop their stereo
gnostic sense.
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Q3: Write a note on three period-lesson and memory games.
Ans: Third Period - Lesson
a. Third period-lesson is used in Montessori level to introduce new concepts and
lessons to young age. This leads the children along a path to understand things
and have mastery in them.
b. However, when we talk about the language portion, this is very useful in enriching,
increasing and broaden one’s vocabulary properly.
c. Third period is given to a child when he experience a lot by himself with materials.
In short third period lesson is used to teach new words to the children for the things
he already mastered using them.
d. In Montessori level, a child learns a lot about the names of materials and the names
of qualities of that material. For example: he is using a box, and that box is bigger.
2. Three Steps of Third Period – Lesson. The third period lesson is divided into three easy
steps for better absorption of language.
a. Period-1: The Naming Period
(1) The directress presents the child with three contrasting object but different
in some aspects. The directress then ask the child to feel it and hold one by
one. Then by pointing to one of the object she can give the name and tell
about it. In this period a child learns to name those materials he is using
already.
(2) For example: The directress points to the first solid material. Then she
teach the child by saying “ This is a cube” in this way she points towards
the second and third solid material and name them.
b. Period-2: Recognition and Association Period
(1) In this period a child learns to recognize the object by their names. The
names he already learn now he is being practicing with the vocabulary. In
nature’s course of development, the child learns to point out things before
he begins to say the names of things. Thus pointing towards things is
relatively easier skill then actually naming them.
(2) For example: Now the directress already teach the child the names in the
naming period so now by calling by their names the directress say “ Show
me a cube ”. In this way the directress call the names of material she
already teach to see the progress of the child.
c. Period-3: Pronouncing Period
(1) In this period a child is challenge to name the object, when the directress is
sure that a child can name the object.
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(2) For example: when the child is ready for this period then pointing towards
the cube, the directress ask: what is this? Then the child answer like: this
is a cube.
3. There is a three period lesson for grading an object positively, comparatively and
superlatively. We use comparative for comparing two things and the superlative for comparing
three or more things.
4. Here is an adjective to explain these periods.
Ser Grading Positives Comparative Superlative
a. First period This is a cube This cube is bigger than This cube is
this biggest
b. Second Show me the big Show me the cube Show me the
period cube which is slightly bigger biggest cube
than this cube
c. Third period What is this? Which book is bigger? Which book is
biggest?

5. Memory Games. Memory games can be introduced to the child before and after third
period lesson depending on the type of game. If used appropriately, they can be helpful in many
ways:-
a. Children begin to lose interest in materials they already know well. These games
are helpful in increasing interest of a child, when it is declining for any reason.
b. Children need revision sometimes, so these games can bring them back to the
material which they have been through.
c. These games are helpful in making classification before moving on to next
material.
d. They prolong the child’s activity with the material which results in assimilation of
concepts.
e. They provide children with motive to discover more variations of the material.
f. They help the directress verify the child’s language of the material.
g. Games
(1) Game 1: Matching at the Distance
(a) Place two tables or mats at the distance from one another.
(b) Place one of the pair of material, one on each mat or table.
(c) The directress then select one of the pair, and ask the child to feels
it thoroughly in hands and bring the match from another table.
(d) Repeat this until all the matches have been made.
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(2) Game 2: Grading from a Distance
(a) A : From an Extreme:
(b) place two different tables or mats at a distance from one another
(c) Place the grading materials (pink tower, broad stairs etc.) at random
on one of the mats or table.
(d) Pick up one of the extremes for example: the largest cube in the pink
tower move to the other mat and place it there.
(e) Ask the child to feel it and bring the cube which is just a little bit
smaller than this one.
(f) Continue up to the smallest cube
(g) B: From a mid-point.
(h) Place two different tables or mats at a distance from one another.
(i) Place the grading materials at random on one of the mat or table.
(j) Pick up one of the pieces near the middle (for example one of the
middle sized cubes in the pink tower) move to the other mat and
place it there.
(k) Ask the child to feel it and bring the cube which is just a little bit
smaller or bigger than that one.
(l) It is necessary that a child must have completed his grading three
period lesson.
(3) Game 3 : Stereo Gnostic
(a) This game is to be done in group.
(b) The directress would have the children sit in a circle around a mat.
(c) She would then handout the material (for example one cube of the
pink tower to each child)
(d) The children hold the cube behind their back and feel them.
(e) The directress would then ask for the largest cube to be placed on
mat or table.
(f) Just by feeling the cube4s the children are challenged to judge sizes.
(g) Continue asking for certain cubes working your way from the biggest
cube to the smallest.
(4) Game 4 : Material to the Environment
(a) In this game material is related to the environment.
(b) Spread out a mat.
(c) Place the materials (e.g. color tablets) on to the mat at random
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(d) Take one tablet and ask the child to find something in the
environment of that same color or shad3e.
(e) Repeat all of the colors or all of the shades of color.
(5) Game :5 : Matching at the Distance
(a) THIS GAME IS OPPOSITE TO THE GAME GIVEN ABOVE.
(b) Spread out a mat.
(c) Place the materials (e.g. color tablets or red rods) onto the mat at
random.
(d) Given the child something from the environment and ask him to
match it to its closest match in the material on the mat.
(e) For example: a leave to match its color with a color tablet or a table
to find the rod closest to its length.
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Q4: Explain all the exercises briefly in chapter 4.1 EXPLORING DIMENSIONS. Make
illustrations or diagram and mention vocabulary also.
Ans: Exploring Dimensions. Exploring dimensions is one of the main exercise of visual sense.
In this group of exercises the child learns to develop his ability to differentiate between objects
having similar shapes and color but varying in length, width, height or thickness. Some of the
exercises that help in exploring dimensions are given below:-
a. The cylinder blocks.
b. Pink tower.
c. Broad stairs.
d. Long rods knob less cylinders.
2. The Cylinder Blocks
a. In this exercise, the material consist of four finely lacquered wooden blocks. Each
containing ten cylinders. The cylinders vary in size. All cylinders have plastic or
wood knob.

Ser Block 1 Block 2 Block 3 Block 4

(1) Cylinder vary in the height Same height that is All cylinders
height and increase by 5.5cm. diameter are of same
diameter. 0.5cm and (from 5.5 to 1cm) diameter and
5.5cm to 1cm diameter different in
decrease by heights (from
0.5cm 5.5 to 1 cm)
(2) The largest The tallest All cylinders are of Cylinders are
cylinder is cylinder is same heights but same in
tallest and thinnest and the have different diameter but
thickest. shortest is diameters. different
thickest. heights.
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b. Exercises with these blocks:

(1) Exercise 1. In this exercise the
directress introduce these blocks
one by one to kids. The directress
bring the cylinders out of the block
and show them to kids. She can
guide them to hold it with a knob.
After bringing them out, she can
show them how to put them back
without creating mess and noise. Then she will introduce the rest of the
blocks one by one.
(2) Exercise 2. In this exercise the directress guide the kids how to use two
blocks at the same time. She can
simply take the cylinders of two
blocks and mix them, after that
put them to their right position.

(3) Exercise 3. In this exercise the directress guide the kids how to use 3 blocks
at the same time. She can place
any three blocks in triangular
shape and then mix them and put
them back.
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(4) Exercise 4. When a child mastered in using three blocks at the same time.
Then the directress will guide the
kids how to use all the blocks at a
time. She can simply place all the
blocks in the form of a square then
mix all the cylinders and then put
them back.

(5) Vocabulary Block 1

(a) Big-small.
(b) Big-bigger-biggest.
(c) Small-smaller-smallest.
(6) Vocabulary Block 2
(a) Deep-shallow.
(b) Deep-deeper-deepest.
(c) Shallow-shallower-shallowest.
(7) Vocabulary block 3
(a) Thick-thin
(b) Thick-thicker-thickest
(c) Thin-thinner-thinnest
(8) Vocabulary block 4
(a) Tall - Short.
(b) Tall – Taller - Tallest.
(c) Short - Sshorter - Shortest.
3. The Pink Tower
a. The pink tower is composed of cubes of different sizes.
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b. Materials. Ten wooden cubes from the size of 1 cubic centimeter to 1 cubic
decimeter. Cubes may be painted with pale pink color or plain wooden finely
lacquered. Dark pink or any dark color avoided.

c. Exercise 1. In first exercise, directress put all the cubes on a mat. This exercise
should be done on mat because of two reasons:
(1) If the tower is built on the table, it goes higher than the height of a child.
(2) If the tower topples down, the paint may come off or the cubes may hurt the
child.
(3) Hold the biggest cube in your hand and then show it to all the children. After
that compare this cube to the second largest cube. Same like this, try this
comparison with all the cubes. After this place your both hands on the side
of the tower and move slowly to upwards and join them at the top of the
tower. In this way a child gets an idea how the tower becomes narrower till
it reaches its peak and with this step the child can easily notice any error.
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d. Exercise 2. In this exercise, build the tower with one corner of each cube. Exactly
above the other all the way up, with two side
exactly in alignment. This will result in the
formation of two ledges which is 1cm wide.
As smallest cube is 1cm wide it will fit in
these ledges. Run a cube along each ledge
with your index finger. This exercise
demonstrate that there is a difference of the
size of the smallest cube that is 1 cent meter
cube. In the sizes of all the cubes in
succession.
e. Vocabulary
(1) Cube.
(2) Large, small.
(3) Large-larger-largest.
(4) Small-smaller-smallest.
f. Exercise 3. In this exercise the child grades the cubes in the row horizontally on
the floor, rather than building them into the tower.
(1) Take the material to a mat with the help of a child one cube at a time, and
place them at random on mat.
(2) Take a biggest cube and place it on your right hand side on the mat.
(3) Take the second biggest cube and place it next to it with one side of each
cube in complete contact with the other.
(4) Place the cubes at the right place avoid readjustment.
(5) Repeat same for all the remaining cubes.
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4. The Broad Stairs
a. The broad stairs are
actually ten brown wooden
prisms. All the prisms have
same length but vary in
height and width from 1
centimeter to 10 centimeter.
b. Dimensions of Prisms
Ser Length Width Height
(1) Prism 1 20cm 1cm 1cm
(2) Prism 2 20cm 2cm 2cm
(3) Prism 3 20cm 3cm….. 3cm…..
(4) Prism 10 20cm 10cm 10cm

This way the width and height sides represent squares of the numbers through one
to ten.

c. Exercise 1
(1) Select a mat and spread it on the floor to work. Take the consent of the child
and move broad stairs to work place with the help of the child indication the
place of the stairs in the shelf to place the material back after use.
(2) The child is made to sit on the left hand side of the directress for the clarity
of view
(3) Mix the prism on the mat so they are parallel to one another but not touching
(4) Hold the largest cube with both your hands across its thickness and move
it closer to other cubes in order to compare the sizes and make sure you
are holding the biggest cube
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(5) Lift the thickest prism and compare with the rest of the prism in order to
confirm it is the thickest one you are holding
(6) Then place it to the towards the far left side of the mat in such a way that
the square side of the prism is facing towards you observe around it
carefully, hold the second thickest prism compare it with the rest of prism
(7) Push this prism to the first one until it touches the first prism and no space
left
(8) Arrange the reaming prisms like stairs
(9) When finished, pass you hand over the stairs beginning from thickest to the
narrowest one. Feeling how gradually they decrease in size.
d. Exercise 2
(1) Build the stairs as described in exercise 1
(2) Hold the smallest prism with one finger at each end, and place it against
each step of stair.
(3) This exercise demonstrates that
there is a difference of the height
of the smallest prism in the height
of the cubes in successions
e. Vocabulary
(1) Prism
(2) Broad-narrow
(3) Broad-broader-broadest
(4) Narrow-narrower-narrowest
5. Long Rods
a. Long rods is an interesting exercise that help a child in learning. Normally children
love to play with rods so basically in this exercise there is ten wooden rods normally
painted red or plain varnished wood version is also available. The height and width
are constant however the length of the rod increases by ten centimeter (1
decimeter) from the shortest to longest.
b. Exercise 1
(1) Spread a mat on the floor and carry the
rods to the mat. Lay the rod horizontally
on the mat.
(2) The rods should be parallel to each
other.
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(3) Now place the rods one by one in such a way that no place left between
them.
(4) Pause and check the accuracy between the rods. Avoid rearranging in front
of children so that they may consider your mistake as a part of their lesson.
(5) Arrange in such a way that the shortest rod is in front of you and the longer
is furthest from you.
(6) Allow the child to carry on if he understands the exercise and tries to join in
during the presentation.
(7) Otherwise complete the exercise and let the child look at the results for a
while. Then mix the rods and leave the child to work alone if he would like
to do so.

c.

Exercise 2
(1) Let the child arrange the rods.
(2) Take the smallest rod and place it just beneath the extended length of the
alternative rod.
(3) This shows how the difference in two consecutive rods is equal to the length
of the shortest rod.
d. Vocabulary
(1) long-short
(2) long-longer-longest
(3) short-shorter-shortest
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6. Knob Less Cylinder
a. The knob less cylinder
consists of of four sets of
wooden cylinder which is
equal in dimensions to the
wooden cylinders of set 1
to 4 of the cylinders in the
cylinders block each of
the set has different
colors and it varies by 1 by 2 centimeter between any two successions just like
wooden cylinders.
Yellow cylinders Big and small Vary in height diameter
Green cylinders Deep and shallow Vary in height and diameter
Red cylinder Thick and thin Vary in diameter
Blue cylinder Tall and short Vary in height

b. Exercise 1
(1) Lay the mat on floor. Show the children how to remove the rid of the box
and place it under the box.
(2) Place the cylinders randomly on mat.
(3) Hold the largest cylinder and compare it with the other cylinders.
(4) Select the second largest cylinders and compare it with other cylinder.
(5) Place it on the top of the previously placed cylinder exactly in the middle in
one movement
(6) Let the child see that the deliberate choice is being made while selecting
the cylinders
(7) Place all the remaining cylinders in the same way to complete the tower.
(8) Allow the child to take over at any stage if he wants to otherwise complete
unassembled the tower and invite the child if he would like to repeat.
c. Vocabulary
(1) Yellow Box
(a) Large-small
(b) Large-larger-largest
(c) Small-smaller-smallest
(2) Red Box
(a) Thick-thin
(b) Thick-thicker-thickest
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(c) Thin-thinner-thinnest
(3) Green Box. No vocabulary.
(4) Blue Box
(a) Tall-short
(b) Tall-taller-tallest
(c) Short-shorter-shortest
d. Extension Exercises. Knob less cylinders and cylinders with knobs:
Compare each set of knob less cylinders with the corresponding set of cylinder
block with knobs.
7. Long Rods
a. Extension-1- vertical:
(1) Place the rod randomly on
the mat like exercise one.
(2) Hold the longest rod and
place it in front of you.
(3) Then take the second longest
rod and very carefully place it
on top of the first rod keeping
the left edges even.
(4) Arrange all the rods on the top of previous one
(5) The final graded arrangement of rods ends with the longest rod at the
bottom and the shortest rod on the top with left side even.
b. Extension -2 : Maze
(1) Place the rods randomly on the side
of the mat.
(2) Hold the shortest rod and place it in
front of you horizontally.
(3) Take the next slightly longer rod and
place it at 90 degree angle to the
previous rods so that their ends
meet.
(4) Continuing like this construct a maze like structure, placing each rod at 90
degrees to the previous one.
(5) Ask the child to walk into it slowly, reach the center and walk out of it without
touching any rod
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8. Pink Tower and Broad Stairs
a. Extension 1- Horizontal
(1) Bring all the prims to workplace and
arrange them in stairs horizontally.
(2) Once all the prisms are arranges bring out
the pink tower of cubes.
(3) Take the largest cube to the square side
of the thickest prism and arrange it
horizontally. Push the cube in such a way
no space left between a cube and the
stairs.
(4) Compare all the cubes and prisms horizontally.
b. Extension 2- Vertical
(1) Bring all the prisms to workplace and
arrange a prism in such a way that
rectangular side is facing you.
(2) Arrange the remaining prisms in this way
over one another vertically.
(3) Now bring the pink tower to the workplace
and then take the largest cube and place
it close to the right square side of the
thickest prism.
(4) Now arrange the rest of cubes in such a way that it comes in contact exactly
with the square sides of all other prisms.
(5) Now compare broad stairs and pink tower vertically.
c. Extension 3-Monument
(1) Spread out a mat on the floor
(2) Bring pink tower and broad stairs
to workplace.
(3) Arrange the prisms in stairs on the
left hand side of the mat.
(4) Grade the pieces of the pink tower
in the row horizontally. On the mat
on the right side of the mat rather than building them into a tower.
(5) Now pick up the broadest prism with two hands and place it in front of you
on the mat.
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(6) Similarly pick up the largest cube of pink tower and place it together with
the right hand side square face of the prism
(7) Now pick up the second prism and place it on right hand side of the
previously placed cube and prism in such a way that all most half of the
prism is on the first cube and the remaining half is on the first prism
(8) Above step leave us space for the second biggest cube of the pink tower
alongside the second prism on the left side place the biggest cube there
(9) Arrange all the remaining prisms and cubes in the same way , reserving the
order of the cubes and the prism from left to right in each row of the structure
till it begins to look like a wall
(10) Now beginning from the top, take a way the smallest cube of pink tower and
place it to your left side of the mat.
(11) Come to the 2 level, hold the 1 prism with a finger and a thumb of one hand
and take away the 2 cube, placing it on the right side on mat.
(12) Be extra careful for the last few cubes as it requires lots of concentration
and exactness. If an error is made a whole structure might collapse
d. Extension 4-Shadow
(1) Spread out the white sheet on the floor with the
help of the child
(2) Construct the pink tower in the middle of a shorter
side of the sheet
(3) Take the thickest prism and join the square face
of the prism with the largest cube so that the
length of the prism make a 90 degree angle with
the tower
(4) Place the second thickest prism next to the first prism so that there square
faces join each other.
(5) Continue assemble the rest of their prism in the same manner. Once all the
prism are placed in the above said, which of the switch of the few lights the
curtains of the room
(6) Hold the torch and move behind the pink tower with all the stairs and pink
tower aligned vertically in front of you
(7) Children will notice that the show of the tower is exactly similar to the entire
2 meter length of the thick stairs
e. Extension 5-Alternate
(1) Bring the pink tower and thick stairs on the mat
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(2) Assemble the thick stairs towards your right hand and pink tower towards
the left hand side
(3) Take the thickest prism and place it in front of you with rectangular side
facing you another resting on the ground
(4) Now take the largest cube and place it over the thick stairs exactly in the
middle of the prism
(5) Place the second thickest prism over the first cube length wise carefully
again on the second prism place the second cube of the pink tower in the
middle continue this formation till all the cubes and the prisms are
assembled
f. Extension 6-High Stairs
(1) Bring the pink tower and thick
stairs on the mat
(2) Place the thickest prism with the
square face resting on the mat
(3) Just along with it place the
second prism in such a way that
its rectangular sides touches the
rectangular sides of the previously placed prism. Again a square side should
be resting on the mat
(4) Go on assembling the rest of the prism in the same manner, until you reach
the narrowest of the prism
(5) Now take the largest cube and place it on the top of the thickest prism
(6) Now take the second largest cube and place it on the second thickest prism
and so forth until you reach the final cube
9. Sometimes children see relationship in material’s and derive their own exercise
and arrange materials in unique ways. It is healthy if they do this by themselves don’t
forget to appreciate.
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Q5: How does Montessori program help develop tactile sense?
Ans: Tactile Sense. Tactile sense is a sense of touch. In tactile sense, a child learns and
perceive by touching and feeling things. Children are hand minded. They find it irresistible to
explore with their sense of touch and are always eager to touch. To make their sense of touch
more efficient. Montessori has develop divided the exercises of touch into four parts:-
a. Exploring texture
b. Exploring weight
c. Exploring temperatures
d. Exercises of stereo gnostic sense
2. Exploring Texture
a. Our sense of touch is at its best when we
have clean our hands at normal
temperature. Make the child to wash his
hands and rub the finger tips gently with
the towel. Always remind a child to do this
after starting any activity. Here are some
exercises Montessori planned to sharpen one’s touch sense.
b. Exercise-1 Touch Board
(1) In this exercise, you will need three rectangular board, a blindfold or black
out glasses
(2) Take a board.
(3) Divide it into two halves.
(4) The first half is polished and the second half is covered in sand paper.
(5) Now take the second board.
(6) Divide it into ten strips.
(7) Five strips are polished and five are covered with sandpaper.
(8) Same like this take the third board and divide it into five strips into very
rough to nearly smooth, starting with the same grade of sand paper.
(9) Now cover the eyes of a child with blind fold. Now the child will experience
the rough and smooth surfaces in different forms.
(10) The directress will guide them by saying ‘ this is smooth surface and this is
rough surface’
(11) The vocabulary that a child can learn in this activity are rough and smooth.
c. Exercise 2- Touch Tablets
(1) In this exercise you will need a box with 5 pairs of wooden tables with
gradation of roughness.
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(2) Bring the box to the table with the help of the child take out 2 to 3 p[airs with
the greatest contrast mix them up and place them in a pile in the middle of
the box
(3) Take the tablets from the top and place it in front of you. Stroke the tablet
lightly with the finger tip of your dominant hand
(4) Place it aside and tell the child ‘I am going to find the tablet which is similar
to this’
(5) Next place the next board from the pile next to the first board feel the first
board and then the second board if they do not match place the second
tablet aside saying that they are not same
(6) Take the next tablet from the pile and continue until you have found the one
that is just like it
(7) Repeat until all the pairs have been matched when the child can easily pair
up 5 pairs of tablets, at more pairs till he can pair up all easily.
(8) The vocabulary in this exercise will be rougher, roughest and smoother,
smoothest
d. Exercise 3- Touch the Fabric
(1) In this exercise, there are material consist of the following boxes. Each
containing square pieces of different fabric.
(2) Box 1: 8 to 10 pairs of fabrics made of natural material.
(3) Box 2: 8 to 10 pairs of fabric made of coarse material.
(4) Box 3: 8 to 10 pairs of fabric made of fine material.
(5) Explain the child about the different nature of fabrics.
(6) After that mix all of them and allow the child to pair.
(7) If he done at least one or two then introduce the third one and so on.
(8) Names of the fabrics are the vocabulary for the child.
3. Exploring Weight
a. Normally the sense of touch is thought of as
the sense to differentiate textures but it can
also provide information about weight. This
is called the baric sense.
b. Exercise 1
(1) The material consist of three boxes,
each containing 6 wooden tablets.
Each set is different in weight, color and wood from the other set. The tablets
in all the boxes, have the same shape and size.
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(2) Take two boxes contain heaviest and lightest tablets on the table and the
child sits on the left
(3) The teacher will show the child how to hold the tablets.
(4) Take out two of each tablets and place them into two different piles in front
of their boxes.
(5) Show the child how to place one of the tablets on the tip of your fingers.
(6) Pick up the other tablet and place it on your other finger tips.
(7) Close your eyes and feel the weight of each.
(8) Tell the child not only do they look different but they feel different too.
(9) The child feel the weight of the two tablets by placing them on his fingertips.
(10) Ask the child if they feel different.
(11) Now mix the tablets again and allow the child to work with the tablets.
(12) When the child understands the exercise he is encouraged to use the tablet
while wearing a blind fold , as then he cannot depend on the color of the
wood
(13) Being blind folded also enhances his ability to judge weight
(14) Later the child can manage alone
(15) He mixes the tablets on the tablets on the table and mix them up by himself
and sorts them by weight.
b. Exercise 2
(1) When the child can easily pair up two extremes, (light and heavy), the
teacher introduces the medium weight tablets.
(2) In this exercise only two sets are used.
(3) The medium weight tablets are used either with the lightest set or the
heaviest at a time.
c. Exercise 3
(1) When the child is able to deal with any two sets, he can be given all three
sets of tablets to mix them up and sort them up and sort them by weight into
three piles.
(2) The vocabulary that a child can learn:-
(a) Heavy-light.
(b) Heavier-heaviest.
(c) Lighter-lightest.
4. Exploring Temperature
a. Thermic bottles pairs containing water at various temperatures.
(1) Bottle pair 1 : (room temperature)
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(2) Bottle pair 2 : (tap water)
(3) Bottle pair 3 : (refrigerated water)
(4) Bottle pair 4 : (warm water)
b. Exercise 1
(1) Prepare the bottles and invite the child to come and work with you.
(2) Now introduce thermic bottles to the child and take out the first pair.
(3) Show the child how to feel the bottles by wrapping your entire palm around
the bottle.
(4) Now have the child to feel the bottles.
(5) Same like this take out all the sets and let the child feel them one by one.
(6) Mix them up and bring the bottle of first pair. Now tell the child I am going
to find the one that feels just like this one once you find the match allow the
child to feel it to check.
(7) Repeat until you have found the match of each of the bottle then allow the
child to match the thermic bottles.
(8) The vocabulary that the child can learn:
(a) Hot-hotter-hottest
(b) Cold-colder-coldest
c. Exercise 2
(1) All the materials in this exercise have different temperature on room
temperature.
(2) Steel
(3) Wood
(4) Marble
(5) Glass
(6) Rubber
(7) Bring the material to the work place and sit beside the child bringing out one
of the tablet of each pair and lay them in a column on one side of the table.
(8) When single tablets of all the pairs are laid on the table, start taking out the
remaining tablets of the pair and place them in another column at a
considerable distance from the previous column.
(9) The teacher’s dominant hand will serve as a one finding the matching tablet
on the other hand will be used to check the temperature that is being looked
for.
(10) The teachers places her left hand on the tablet in the column towards the
left feels the temperature and lifts it
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(11) Now she places her dominant hand on the first tablet towards the right
column and feels it for a short time
(12) If it is not the temperature she is looking for she will go to the next tablet
until she get the one she is looking for
(13) The directress continues the exercise till all the tablets are paired. Warm
and cold can be taught through the exercise
(14) Once the child knows how to do the exercise a blind fold can be introduced.
(15) The vocabulary that a child can learn in this exercise :
(a) Hot-cold
(b) Hot-hotter-hottest
(c) cold-colder-coldest
(d) warm-warmer-warmest
5. Stereo Gnostic Sense
a. Stereo gnostic sense is a combination of tactile sense and muscular memory. It is
a sense to recognize an object just by feeling it. With the help of following
exercises, children are challenged to
guess an object just by feeling it with
their hands without seeing them.
b. Exercise 1
(1) In this exercise you will need
two trays with four bowls in it.
(2) Take the first tray and add
peas, beats, beans etc. in it
while the other tray remains
with empty bowl.
(3) Now ask the child to feel it by
closing his eyes or use
blindfold.
(4) Now by feeling the first bowl he will describe the type of thing present in it
and fill the first empty bowl in the second tray.
(5) Take out all the other bowls with the child.
(6) Once the child done his task perfectly, appreciate him and take out this
exercise with other things.
c. Exercise 2
(1) In this exercise you will need an attractive bag which attract a child.
(2) Inside a bag you will place a lot of things of different shapes and sizes.
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(3) Now invite a child to sit in front of you and you can use a blindfold to close
his eyes.
(4) Now tell him to take out anything from the bag. Feel it and describe what it
is.
(5) If he describe correctly, ask him to take out the rest.
(6) If he does his task correctly, appreciate him.
(7) If he fails to feel correctly, let him work with this exercise by his own as he
can experience more this way.