Module 3

Exercise of
sensorial
development

Name

Sana Fawad

Roll No D8895

1. Write a comprehensive note on the importance of sensorial exercise?

The modern science has proved that our ability to use our senses develops during the
first six years rapidly as the nervous system is also developing rapidly during these
years. The development of nervous system is directly proportional to proper nutrition
and adequate stimulation.
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.
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.
Dr. Maria Montessori believed that there is nothing in the intellect which first does not
exist in the senses. She based her method of teaching young children considering the
fact that a child between two to six years passes through the sensitive period for the
refinement of senses along with the others and they can be helped in the development
of the senses while they are in this formative period. In order to serve this purpose Dr.
Maria Montessori introduced a subject called Sensorial where the materials are
specially designed to enable the children to use their senses to explore different
attributes of the world. It is not fully correct to say that Dr. Montessori was the first
person to realize the importance of sense training for a child. She was greatly
influenced by the ideas of his two predecessors Jean Itard and Eduoard Seguin. She
took the idea of introducing didactic materials and the three period name lessons to the

child in Sensorial curriculum from Seguin. In fact, it was Seguin who first followed the
scientific method of teaching which was later adopted by Dr. Montessori in a more
concise and modified form. She also took the idea of isolating one sense and
highlighting it through one presentation from her predecessors.
We already know that naturally sensitive periods for the development of various
faculties come on children during 0-6 years of age.
Pyramid of Development
Each sensitive period is marked by a strong urge to undergo certain type of activities
which are necessary for development during that time spam.

3.
De
vel
op
me
2. Appropriate
nt
experiances
/Activity/Interact
ion
1. Strong urge for the above

All the sensorial materials involve the use of the hands in a classifying act. For example:
visual classification of dimensions. The hand and the mind act together making a mental
connection between an abstract idea and its concrete representation. The materials
should be simple, direct aim being highlighted and the material is easy to understand.
Children use these materials in spontaneous exercises. The sensorial materials are

concrete bits of information which can be organized into meaningful patterns. The
didactic nature of the material gives the children hands on experience with
mathematical concepts. As teachers, we need to understand how children move
towards understanding concepts and how different ways of using the materials match
children evolving conceptual development.
An object possesses nine qualities as following:
1. Shape
2. Colour
3. Texture
4. Sound
5. Smell
6. Taste
7. Temperature
8. Weight and
9. Size.

By using his all five basic senses i.e. visual sense, tactile sense, auditory sense,
gustatory sense, olfactory sense and also using the additional senses like baric sense
(sense of weight), thermic sense(sense of temperature) and stereognostic sense (sense
of shape and size of an object by holding it with hands) the child explores all the nine
qualities of an object but in separate sessions and also with separate materials. For
example: a child using his tactile and visual sense explores different dimensions of an
object i.e. height, diameter etc. in the presentations like Cylinder Blocks, Pink Tower,
Brown Stairs and so on. He explores different intensities of colours using his visual
sense in Colour Boxes. His auditory sense is enhanced while exploring different
intensities of sound i.e. loud and soft in Sound Cylinders while he can differentiate
between tow textures i.e. rough and smooth using his tactile sense in Touch Boards. In
Baric Tablets, he gets a clearer perception of weight light or heavy using his baric
sense and so on.
Young children like to explore experiment, tinker and try new things. They like to touch
and feel and manipulate objects. They feed their minds through activities. They learn
through their senses to satisfy their insatiable appetite for things to do. Dr. Montessori

designed her sensorial curriculum area considering these facts. The first of the childs
organs to begin functioning are his senses. It is necessary to begin the education of the
senses in the formative periods, if we wish to perfect this sense development with the
education to be followed. The education of the senses can start from infancy and should
continue during the entire formative period to prepare a child for his future.
Sensorial materials not only provide the refinement of sense but it actually prepares the
child for many other subjects which the child encounters afterwards. Sensorial activities
are indirect preparation for Maths. Because in Sensorial, we deal mainly with different
shapes and seizes like what we do in Geometry. There is an excellent way of
introducing Geometry to a child at a very tender age by the presentations of Geometry
Cabinet, Geometry Solids etc. in every presentation a child thinks logically or compares
the materials with other to achieve the final goal. This actually sharpens the
comparative study skills and logical thinking of a child. It indirectly prepares a child for
Decimal system because most of the materials are ten in number. Sensorial also
prepares a child for different aspects of Languages like Adjectives, Opposites and also
new words by the three period name lesson given on each material. We prepare a child
to write with the presentation of drawing insets and the knobs present in the materials
being the thickness of a writing pencil prepares the hand for holding it.
The education of senses makes men observers. The child who has worked with the
sensorial materials has not only acquired a greater skill in the use of senses but also
guides his exploration of the outside world. The aim of sense training is not only that a
child shall know the colours forms and textures but also that he refines his sense
through an exercise of attention and through comparison.

Name

Sana Fawad

Roll No

D8895

2. What is steriognostic sense and how can we develop it?

Stereognostic sense is the combination of tactile sense and muscular memory. It is the
sense to recognize and object just by feeling it.when the hand and the 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, which permits
many impression to be stored in a muscular memory.
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. Dr.
Montessori wrote 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." (The
Discovery of the Child) The use of the stereognostic sense allows the child to have a
mental picture through the use of touch and movement. Other activities that develop the
use of the stereognostic sense include the mystery bag and stereognostic bag.
The stereognostic sense is our ability to identify objects based on touch alone (without
seeing them). The ones I have seen have typically worked on geometric shapes, having
pairs of shapes in a bag. When the activity is presented to the child all the materials are
taken out of the bag and examined. Then all the shapes are placed back in the bag.
One shape is pulled out and then you have to find the matching pair just by touch.
The stereognostic activities are first done with eyes open. 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. I introduced this to my oldest daughter with just two types of pasta. After the
initial sorting with the use of vision, she watched me use the blindfold and sort the
pasta. She then had a turn. For more of a challenge I will introduce another shape and
later have four different shapes. Part of the challenge is also remembering which
container it goes in (great for memory skills). Other sorting materials could be buttons,
beans, or shells. The important aspect of this activity is that it must vary in size and
shape.

The children practice using the stereognostic sense through these exersices by sorting
mixed objects without seeing them.
Material
A bag as attractive as possible with almost ten objects those are very different from
each other
Procedure
- Place the bag flat on the table with the opening near you.
- Put one of your hands into the bag.
- Choose one object to feel.
- Feel the object and tell the child/children what you feel, i.e. soft, fluffy, light, etc.
- Once you think you know what you are feeling, say the objects name out loud: i.e. I
think this is a cotton ball.
- Pull the object out of the bag and you can say, Yes! It is a cotton ball.
- Place the object to the side of the table.
- Allow the child sitting to your left to try.
- Remind the child to feel, and then to say the objects name before taking it out of the
bag.
- Once the child has had a turn, allows the next child to have a turn or if there is only
one child, you can have another turn.
- If you are working with one child, you can take turns feeling and guessing the objects
in the bag until all of the objects have been chosen.
- If you are working with a group, make sure each child has a turn until all of the objects
have been chosen.

Roll No D8895
Name

Sana Fawad

3. Write a note on three period lesson and memory games?

The Three Period Lesson

The Three Period Lesson is to be given after the child has had much experience with
the material itself. The reason behind the Three Period Lesson is to give the language
of the material the child has been using. It is meant to teach the names of objects and
the names of the qualities of these materials. The Three Period Lesson is divided into
three steps, so the language will be more easily absorbed. There is the Three Period
Lesson for naming an object, and for grading an object positively, comparatively, and
superlatively.
Your role as your child's first teacher is not the same as a trained educator. Quite
naturally, you have been using the three-period lesson as you communicate with your
baby and toddler. Your use of this "lesson" is much more informal than in a classroom
setting. It is a tool to allow you to see your child's knowledge of a particular concept, and
a technique to keep in mind throughout his childhood.
1. Naming (Introduction) "This is a dog."
2. Recognition (Idebtification) Show me the dog
3. Remembering (cognition) what is this
The First Period: "This is _______."
You have been naming people, places, and things for your baby from the very
beginning. These names are used over and over, clearly isolating and identifying
objects with one-word descriptions.
The baby hears the sounds and begins to understand language. Children will not
distinguish differences at this early age - for example all people may be "mama" or all
animals might be called "dogs." Lots of names are learned before a child learns to
speak, and understanding often comes before a child is able to verbalize.
Learning takes place through all the senses, not just by hearing. Babies touch, taste,
squeeze, smell, push, and manipulate everything. As you identify concepts such as
"hot" or "cold," children not only learn the vocabulary but they also experience the

quality. They miraculously internalize the world through all their senses. Montessori
refers to this innate ability as the "absorbent mind."
The Second Period: "Show me ______."
This stage of learning is the longest, and your child needs to have many, many
experiences hearing the names of things.
You may have noticed that your child looks in the direction of an object you name. She
is indeed connecting the word with the object. Later, your little one understands simple
instructions. Montessori identified how important movement is for learning, so play
games that incorporate movement. For example, ask your child to find the ball and bring
it to you. Peek-a-Boo games help children learn during the second period. "Where is
Teddy? There he is!" Naming games are fun for children whether reading together,
riding in the car, or playing "I Spy" at home. "Where's the horse?" "Find the red balloon."
"Where is your excavator?"
The Third Period: "What is this?"
Although some call the third period "the test," don't ask your child a vocabulary question
until you know he will be successful. Recall how delighted you were when your child first
said "Mama" or "doggie." When the child can name something, it signals cognition, the
third step of learning. If you ask, "What is this?" your child might not know. This tells you
that more repetition and experience is needed. Never indicate that your child has failed.
Just go back to the second period. Play more naming games, reintroduce vocabulary
while you talk about what you see, and then enjoy your child's amazing "absorbent
mind."
"The purpose of the three-period lesson is to help the child to better understand...and to
allow you to see how well the child is grasping and absorbing what you are showing
him.
Memory Games:
Memory games are to be introduced to the child when the childs interest in the
materials is fading and to bring new interest to the material the child already know very
well. These games could also be shown to bring the older to revisit the material and can
be given before or after the three period-lesson is given, depending on the game itself.
Game 1: Matching at a Distance:
Two different tables placed with a distance.
Take a pair of material and put one on each table.

 Directress takes one of the objects from one table and offer child to feel it by holding
in his hand.
Directress asks the child to bring the same object from the distant table. Repeat this
until all pair of material matched correctly.
Game 2: Grading from a Distance:
Two different tables placed with a distance. Placed a grading material like pink tower
randomly on one table.
A)

From an Extreme:

Pick up one of the extremes like the largest one. Put it on the second table.
Ask the child to bring the slightly smallest of it and put it on the second table.
Complete this exercise after child put all the blocks on second table from largest to
smallest.
B)

From Midpoint (For this game child must have the vocabulary)

Pick up one of the middle of the block from it. Put it on the second table.
Ask the child to bring the slightly smallest then largest of it and put it on the second
table.
Complete this exercise after child put all the blocks on second table from largest to
smallest.

Name Sana Fawad

Roll No

D8895

4. Explain all exercises briefly in chapter 4.1 Exploring Dimensions. Make

illustrations and mention vocabulary also?
Visual exercise is an integral part of Montessori sensorial training program. In exploring
dimension child learns to develop his ability to discriminate between objects having
similar shapes and colors but varying in length, width, height or thickness.
The cylinder block
Cylinder Blocks

Materials
4 blocks, each containing 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
Presentation
Introduction

Invite the child by telling him you have something to show him. Bring him over to the
cylinder blocks and tell him: These are cylinder blocks. Show the child how to carry
one of the blocks by gripping the blocks on both sides with both hands and carrying it at
waist level and parallel to the ground. Have the child carry the block over to the table
and show the child where to place it near the median line of the table. Have the child sit
down to your left and then you sit down.
Taking Out
- Begin by pinching from above the knob of the cylinder furthest to the right using you
thumb and two fingers.
- Slowly pull the cylinder out of its hole completely.
- Place the cylinder standing up in front on the hole.
- Repeat by taking out the cylinder in the same way that is furthest to the left.
- Place this cylinder in front of this hole.
- Continue taking out at random each of the cylinders.
- Alternating sides after each cylinder, place them next to the furthest right cylinder and
then next to the furthest left cylinder until all of the cylinders are out of their holes.
- Tilt the block slightly forward to show the child that all of the holes are now empty.
Putting Back
- Replace all of the cylinders back into their appropriate hole, one at a time and in a
random order.
- Hold the knobs of each cylinder in the same way as above and slowly slide each
cylinder down into its hole until you hit the bottom.
Invite the child to take out and put back each of the cylinders.
The child is now free to work with any of the cylinder blocks.
Exercise
Exercise 1 The child works individually with the other blocks as in the presentation.
(Blocks 2, 3, and 4).

Exercise 2 The child works individually with two blocks.

Exercise 3 The child works individually with three of the blocks.

Exercise 4 The child works individually with the four blocks.
Language
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.
Pink Tower
Materials
- 10 pink wooden cubes ranging from 1cm3 to 10cm3, differing in 3 dimensions. The
cubes increase progressively in the algebraic series of the third power. Therefore, the
second cube equals 8 of the first; the third cube equals 27 of the first etc
- A floor mat of contrasting color.
- A small stand on which to keep the tower where it can be seen from at least 3 sides.
Presentation
Introduction
Invite the child by telling him you have something to show him. Tell the child that for
this lesson, we will need a mat. Have the child fetch and unroll a mat. Bring him over to
the Pink Tower stand and tell him: This is the Pink Tower.
Building
- Show the child how to carry the top cube by gripping from above the top edges using
your right thu- Place your left hand flat under the cube and carry the cube at waist level.
- Then reset the cube on the Pink Tower and have the child carry the cube over to the
mat.
- Show the child where to place the cube in the right haft of the mat. (Never have the
child place a cube on the left half.)
- Have the child bring over the rest of the cubes and place them randomly on the mat.

- Once the cubes get too big for the child to pick up and carry by only using one hand,
show the child how to gently tilt the cube back using your right hand and sliding your left
hand flat under the cube (first picture). Then lift the cube up and place your left hand flat
under the entire cube (second picture). mb and index finger.
- Then bring the cube to waist level and place your right hand flat on top of the cube.
- Carry the remaining cubes one at a time over to the mat.
- Once all of the cubes have been placed, have the child stand to your left.
- As you remain standing, carefully pick up the largest cube and place it near the front
left corner of the mat (closest to the child).
- Turn to the child and tell him that you are now looking for a specific cube.
- Go over to the right half of the mat and carefully choose the next biggest cube.
- In a steady and precise movement, place the cube in the center of the bottom cube.
- Once it has been placed, check to see if it is well centered.
- Continue placing all of the cubes in correct order until the last cube has been placed
on the top.
- Stand looking over the tower to check if all of the cubes are centered.
- Allow the child to do the same.
- Then check from every side by squatting down low to check for it being centered.
- Have the child check as well.
Dismantling
Dismantle the tower in the same way you did when you were bringing the tower over to
the mat from the stand and place them back on the right half of the mat.
Invite the child to build the Pink Tower. To help him get started, ask him which cube he is
going to start with. If the child seems to understand, you can let him work alone. Once
he is done, have him replace the cubes in correct order and centered back on the stand.

Exercises

Exercise 1
The child builds the tower individually as was shown in the demonstration.
Exercise 2
Once the child has seemed to master the building of the tower, the directress will show
him another way of building the Pink Tower. The directress will demonstrate in the same
manner as above but instead of placing each cube in the center of the cube under it,
she will line them up at a right angle will two sides adjacent. Once the entire tower has
been built in this way, the directress will pinch the top cube with her thumb and index
finger and place it on the ledge of the bottom cube. Starting at the far back, the
directress will slide the smallest cube along the length of the entire ledge. This will be
repeated for every ledge, by working you way up from one ledge to another. The child
will then try. Once he is done, the child will replace the tower centered on the stand.
Language
Large and Small
The positives, comparatives, and the superlatives
Brown Stairs
Materials
- 10 brown prisms of the same length (20cm) but differing in height. They vary from
10cm x 10cm x 20cm to 1cm x 1cm x 20cm.
- A floor mat of contrasting color.
Presentation
Introduction
Invite the child by telling him you have something to show him. Tell the child that for
this lesson, we will need a mat. Have the child fetch and unroll a mat. Bring him over to
the correct shelves and point to the Brown Stairs. Tell the child: These are the Brown
Stairs.
Building
- Show the child how to hold the thinnest prism by gripping over the top of the center
part of the prism using your right thumb and fingers.
- Slowly slide the prism off of the shelves until it is fully out.

- Carry the prism vertical and at waist level.

- Have the child carry all of the prisms over one at a time and place them randomly on
the right side of the mat. (Show the child to place his hand underneath some of the
thicker prisms.)
- Once all of the prisms have been brought over to the mat, have the child stand to your
left.
- As you remain standing, carefully pick up the thickest prism (using both hands), and
place it near the back left corner of the mat.
- Turn to the child and tell him that you are now looking for a specific one.
- Go over to the right half of the mat and carefully choose the next thickest prism. (Use
both hands)
- In a steady and precise movement, place the prism directly under the thickest prism
and align them so that they are well aligned.
- Once it has been placed, check to see if it is well aligned by sliding your hand along
the left side of the two prisms.
- Continue placing all of the prisms in correct order and placing them so they come
closer an
Exercises
Exercise 1
The child builds the stairs individually as was shown in the demonstration.
Exercise 2
Once the child has seemed to master the building of the stairs, the directress will show
him an additional step. The directress will carefully place the thinnest prism on the ledge
of the second thickest prism and up against the thickest prism. Show the child that by
doing so, the second thickest prism is now at the same height as the thickest. Repeat
this on every edge of every prism by working your way down.d closer to you as each is
placed.
Language
Thick and Thin
The positives, comparatives, and the superlatives

Red Rods
Materials
- 10 red rods differing in one dimension length (from 10cm to 100cm). The unit of
difference between each rod is 10cm.
- A large floor mat or two regular mats.
Presentation
Introduction
Invite the child by telling him you have something to show him. Tell the child that for
this lesson, we will need 2 mats. Have the child fetch and unroll a mat. The have him
bring another mat and have him place it next to the first mat to form an L shape. Bring
him over to the correct shelves and point to the Red Rods. Tell the child: These are the
Red Rods.
Constructing
- Show the child how to hold the shortest rod by gripping over the top of the center part
of the rod using your right thumb and fingers.
- Slowly slide the rod off of the shelves until it is fully out.
- Grip the rod with your left hand below your right hand.
- Carry the rod vertical and so your hands are at waist level.
- Have the child carry all of the rods over one at a time and place them randomly on
one of the mats.
- Once all of the rods have been brought over to the mat, have the child stand to your
left.
- Carefully pick up the longest rod and as you kneel in front of the mat, place it
horizontally near the back of the other mat.
- Turn to the child and tell him that you are now looking for a specific one.
- Go over to the other mat and carefully choose the next longest rod.
- Kneel in front of the longest rod and in a steady and precise movement, place the rod
directly under the longest rod on the other mat, and align them so that the left edges are
well aligned.

- Once it has been placed, check to see if it is well aligned by sliding your hand along
the left edge of the two rods.
- Continue placing all of the rods in correct order and placing them so that they come
closer and closer to you as each rod is placed.
Taking Apart
- Take apart the Red Rods by removing the shortest to the longest and placing them on
the now empty mat.
Invite the child to construct the Red Rods. To help him get started, ask him which one
he is going to start with. If the child seems to understand, you can let him work alone.
Once he is done, have him replace the rods from longest to shortest back on the
shelves.
Exercises
Exercise 1
The child works individually with the material as shown during the presentation.
Exercise 2
Once the child has seemed to master the constructing of the rods, the directress will
show him an additional step. The directress will carefully place the shortest rod to the
direct right of the second longest rod and up against the side of the longest rod. Show
the child that by doing so, the second longest rod is now at the same length as the
longest. Repeat this on every end of every rod by working your down to the shortest
rod.
Language
Long and Short
The positives, comparatives and the superlatives

NAME

Sana Fawad

Roll No

D8895

5. How does Montessori program help develop tactile sense?

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.
Exploring Textures: Touch Tablets:
Materials:
One box having five pairs of wooden tablets with gradations of roughness. A blindfold.
Procedure:
Take out two to three pairs with greater contrast and put it on the table.
Mix them and then pick one tablet at a time feel it in hand, lightly stroke it and then
put aside.
Tell the child I am going to find the one which is just like this.
Find the other tablet and put it with previous one. Allow child to feel the similarity.
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.
Exploring Temperature: Thermic Bottles:
Materials:
Four pairs of metal containers, each pair containing water at various temperatures.
Bottle Pair 1: 37(Room temperature), Bottle Pair 2: 27(tap water), Bottle Pair 3:
17(Refrigerated water), Bottle Pair 4: 47(warm water), Cool refrigerator water, tap
water.
Procedure:
Take out first set of bottles have the child feel the bottles one at a time. Tell the child
that I am finding the bottle which has the same temperature. Put bottles in a line and
let the child take the bottles and feel it.
Repeat with second set, third and fourth. Mix them and line up and let the child do it
by

Here child learn a tactile sense to differentiate between different temperatures. Children
learn the vocabulary by three period-lesson. Vocabulary: Hot and cold. Directress plays
five memory games with the child.
Exploring Weight: Baric Tablets:
Materials:
Three separate boxes having six to eight wooden tablets. Each set is a different weight,
color and wood from each other. Tablets are however same in shape and size. A
blindfold.
Procedure:
Bring two boxes on table which contains heaviest and lightest tablets.
Directress shows the child how to hold the tablet in palm of a hand.
Feel the heaviest tablet and also let the child to feel it. After that child can handle the
tablet himself. Now again repeat this exercise while using blindfold.
Here child learn a tactile sense to differentiate between the weights and later on for
mathematics. The blindfold will help the child to focus on his attention upon one sense.
Children learn the vocabulary by three period-lesson. Vocabulary: Heaviest and
lightestss