Kulsoom Gul Roll No: D21041

Question No:1

write a comprehensive note on the importance of sensorial exercises.

Answer:

Importance of Sensorial Exercises in Montessori Education

Introduction

Sensorial exercises are a core component of the Montessori Method, designed to refine the
senses and build the foundation for intellectual growth. Dr. Maria Montessori believed that the
development of the senses is essential for a child’s overall growth and learning. These exercises
help children classify and make sense of their sensory impressions, fostering both cognitive and
motor skills development. Sensorial materials isolate each sense—visual, tactile, auditory,
olfactory, gustatory, baric, thermic, and stereognostic—allowing children to experience and
understand the world in a structured, meaningful way.
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.
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.
Different Grouping in Senses:
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 eight different groups:
1. Visual Sense.
2. Tactile Sense.
3. Baric Sense.
4. Thermic Sense.

5. Auditory Sense.
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6. Gustatory
Sense.
7. Olfactory Sense.
8. Stereo gnostic
Sense.
1) Visual Sense:
In this exercise child
learns how to visually
discriminate
differences between
similar objects
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and differing objects

color, and size. This is
the beginning of the
child’s affinity for
sorting everything in
their wake, and it
starts with
learning to
differentiate.
For example,
wooden blocks in
varying shapes,
cylinders of
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different size, or blocks

of different colors.
Dimension: Pink
Tower, Brown Stairs,
Red Rods and
Knobbed
Cylinder Blocks
Form: Geometry
Cabinet, Leaf Cabinet
colours: Colours
Boxes 1, 2, 3
(chromatic
discrimination)
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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
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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. The tactile
sense is
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developed with the

use of the fabric
swatches, touch
tablets, and
touch boards.
Texture: Rough and
Smooth Boards,
Touch Tablets, Fabric
Boxes
5. Auditory Sense.
6. Gustatory Sense.
7. Olfactory Sense.
8. Stereo gnostic Sense.
1) Visual Sense: In this exercise child learns how to visually discriminate differences between
similar objects and differing objects color, and size. This is the beginning of the child’s affinity
for sorting everything in their wake, and it starts with learning to differentiate. For example,
wooden blocks in varying shapes, cylinders of different size, or blocks of different colors.
Dimension: Pink Tower, Brown Stairs, Red Rods and Knobbed Cylinder Blocks
Form: Geometry Cabinet, Leaf Cabinet
colors: Colors Boxes 1, 2, 3 (chromatic discrimination)2)
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
Kulsoom Gul Roll No: D21041

really concentrate on what he is feeling, through a concentration of a small part of his body.
The tactile sense is developed with the use of the fabric swatches, touch tablets, and touch
boards.
Texture: Rough and Smooth Boards, Touch Tablets, Fabric Boxes

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.
Baric: Baric Tablets
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4) Thermic Sense:
In this exercise child
works to enhance his
sense of temperature.
Thermic: Thermic
Bottles, Thermic
Tablets
5) Auditory Sense:
In this exercise child
differentiate between
different sounds. In
doing these different
exercises,
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the child will enhance

and make him more
sensitive to the
sounds in his
environment.
Volume: Sound Boxes
Pitch: Bells
Timbre: General
music in the
classroom, different
types of
voices.
6) Olfactory Sense:
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In this exercise child

is given a basic to his
smelling sense.
Although not all
smells given to the
child in these
exercises, the child
does work to
differentiate one
smell from another.
Smell: Smelling Jars
7) Gustatory Sense:
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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
work to differentiate
one taste from
another. He can then
take these
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senses and apply

them to other tastes
in his environment.
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.
Baric: Baric Tablets
4) Thermic Sense:
In this exercise child works to enhance his sense of temperature.
Thermic: Thermic Bottles, Thermic Tablets
5) Auditory Sense:
In this exercise child differentiate between different sounds. In doing these different exercises,
the child will enhance and make him more sensitive to the sounds in his environment.
Volume: Sound Boxes
Pitch: Bells
Timbre: General music in the classroom, different types of
voices.
6) Olfactory Sense:
In this exercise child is given a basic to his smelling sense. Although not all smells given to the
child in these exercises, the child does work to differentiate one smell from another.
Smell: Smelling Jars
7) 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
work to differentiate one taste from another. He can then take these
senses and apply them to other tastes in his environment.
Taste: Tasting Bottles: SALTY, SWEET, BITTER, SOUR, UMAMI (savoury)
8) Stereo gnostic Sense:
In this exercise child learns to feel objects and make recognitions based
on what he feels. “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”.
Geometric Solids, Mystery Bag, Sorting Trays.
Need of Sensorial Exercises:
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
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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

Purpose and Objectives of Sensorial Exercises

The main purpose of sensorial exercises is to assist children in the development and refinement
of their senses. By isolating one quality at a time (such as size, texture, sound, or color), the child
learns to observe, compare, differentiate, and classify sensory information. This process lays the
groundwork for logical thinking, abstract reasoning, and precise communication.

Sensorial exercises support:

 Perceptual development: Helping children become more aware of subtle differences in

the environment.
 Language development: Associating sensory experiences with descriptive vocabulary
like “rough,” “smooth,” “loud,” “soft,” etc.
 Preparation for mathematics and geometry: Concepts such as length, width, volume,
and dimension are introduced indirectly.
 Cognitive organization: Helping the child internalize order, sequences, and patterns.
 Concentration and independence: As children engage in purposeful activity, they
develop sustained attention and autonomous thinking.

The Role of the Senses in Learning

The young child learns through sensorial exploration, making use of their natural curiosity.
Montessori emphasized that the senses are the "organs of the intellect," meaning they are vital
for intellectual activity. The refinement of these senses enables the child to discriminate and
appreciate fine distinctions in their environment. Each sensorial material is scientifically
designed to attract the child’s attention and offer self-correcting opportunities, fostering active
engagement and deep learning.

For example:

 The Pink Tower introduces visual discrimination of size.

 The Sound Cylinders refine auditory perception.
 The Touch Boards develop tactile sensitivity.
 The Smelling Bottles sharpen olfactory discrimination.
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Through such activities, children build a rich and organized mental library of impressions that
help them later understand abstract academic concepts.

Sensorial Education as Preparation for Academic Learning

Sensorial education is not just about the senses—it is a critical preparation for intellectual work.
It forms the basis of:

 Mathematics: Understanding gradation and sequence leads to a natural understanding of

number, order, and measurement.
 Geometry: Through materials like the geometric solids and constructive triangles,
children become familiar with shapes, edges, and angles.
 Language: Children learn to articulate their sensory experiences with appropriate
vocabulary, enhancing verbal expression.
 Science: By engaging in classification and observation, children form habits of scientific
thinking.
 Writing and reading: Sensory preparation of the hand and eyes leads to better writing
skills and recognition of letters and patterns in reading.

Thus, sensorial exercises provide a strong, indirect preparation for later academic success,
grounded in the child’s personal experiences and discoveries.

Benefits Beyond Academics

Sensorial activities also foster emotional and social growth:

 Self-confidence: Successful completion of tasks enhances a child's belief in their own

abilities.
 Discipline: Working with materials that require careful manipulation cultivates patience
and attention to detail.
 Respect for materials and others: Montessori encourages children to handle materials
with care and to wait their turn, promoting social harmony.

Moreover, these exercises promote mindfulness, as children become deeply engaged in

observing the texture of a fabric, the weight of an object, or the pitch of a sound.

Conclusion

Sensorial exercises are not merely activities to occupy children—they are a scientifically
grounded approach to nurturing the whole child. By refining the senses, children develop not
only the ability to perceive the world with clarity but also the capacity to think, reason, and
communicate effectively. The sensorial materials provide the keys to the world, unlocking the
child’s innate potential and setting the stage for a lifetime of discovery and learning. In the
Montessori environment, sensorial education is a bridge between the concrete experiences of
early childhood and the abstract learning of later stages, making it one of the most vital elements
of early education.
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Question no: 2
what is stereo gnostic sense and how can we develop it?
Answer:

Stereognostic Sense and Its Development in Montessori Education

Introduction

The stereognostic sense is the ability to recognize and identify objects through touch alone,
without the aid of sight. It is also referred to as tactile or muscular memory. This sense allows a
person to perceive the size, shape, texture, and weight of an object through their hands, using a
combination of tactile and muscular input. In the Montessori method, the stereognostic sense is
considered essential for developing a child’s understanding of the physical properties of objects
and for enhancing sensory integration, coordination, and concentration.

Definition and Role of the Stereognostic Sense

The word "stereognostic" comes from Greek roots: stereos meaning "solid" and gnosis meaning
"knowledge." Hence, it refers to the ability to gain knowledge of solid objects without using the
sense of sight.

This sense engages:

 The tactile sense (skin perception of texture and temperature),

 The kinesthetic sense (muscle and joint feedback about movement and position),

 And the proprioceptive sense (awareness of body position and movement in space).

In daily life, we use the stereognostic sense when we reach into a bag to find our keys,
distinguish coins in our pocket, or button a shirt without looking. For children, this sense allows
for richer exploration of their environment and strengthens neural pathways involved in memory,
perception, and problem-solving.

Importance in Child Development

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In Montessori education, the development of the stereognostic sense supports a wide range of
skills:

 Cognitive development: Helps in forming mental images and comparing different

shapes and sizes.

 Language development: As children handle different objects, they build vocabulary by

associating words with textures, shapes, and dimensions.

 Motor skills: Promotes fine motor coordination and muscle control, especially in the
fingers and hands.

 Spatial awareness: Enhances the child’s ability to perceive objects in three-dimensional

space.

 Concentration and independence: Children become more focused and self-reliant as

they identify objects through touch, without adult assistance.

Furthermore, the stereognostic sense is foundational for writing, as it helps children control their
hand movements with precision and perceive the shape of letters.

How to Develop the Stereognostic Sense

Stereognostic sense is very important sense as it helps children to discriminate between different
size and shape by feeling the objects. It allows children to make a mental picture through the use
of touch the [Link] 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 stereognostic
sense. The directress does all exercises in front of the children.
Exercise: Sorting trays
Material:A tray with three bowls or dishes:
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 Small dishes are filled with buttons and beans; one type in each bowl.
 One large dish will be placed empty in the middle of the tray.
 Material should be different in shapes and size.
Exercise:
 Place tray in front of the child.
 Pick up one of the largest items in the bowl and close eyes and feel it by using both
hands. And tell child that it feels different when the directress closes her eyes.
 Then ask child to feel the object with his eyes opened and closed. And place it in the
 large empty dish.
 Repeat it again for other items.
 The child first checks all these things by their hands and feels them. Introduce names of
each item.
 Then child closes his eyes or used blindfold, again feel the items, named it, and then put
it into the second tray.
 Then ask child to open his eyes and sees how perfectly he has done
 Invite children to repeat it.
Language1: No specific terms are given. The names of the seeds and grains can be introduced.
Purpose:
Direct:
To refine the stereognostic sense.
Control of Error: In the difference of color and shape of the seeds or grains.
Age: 3 1/2 – 4 years
Notes The blindfold is [Link] the grains often enough to keep the children coming
back to use the material.
2. Mystery Bag (Stereognostic Bag)

A cloth bag is filled with familiar objects such as small geometric solids, everyday items (spoon,
key, button), or Montessori materials. The child is asked to reach inside, without looking, and
identify the object purely through touch.
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 Skills Developed: Object recognition, descriptive language, tactile discrimination.

 Variation: Matching items by touch, such as finding two identical shapes or textures.

Material: A cloth bag.10 to 20 small objects different from one another such as, a key, a
cotton ball, a button, a small basket etc.

Presentation:
 Ask the child to come and work with you.
 Show and tell the name of mystery bag to students.
 Ask them to sit in the semi-circle.
 Take all objects out of bag and place them on the table and ask children to handle
them in them
 hands if they wish to do so. When they get familiar to the objects, and then put them
backin the bag.
 Then put one hand into the bag and feel an object and tell children about what you
feel, for instance, soft, fluffy, light, etc. also name the object in a loud voice, i.e. I
think this is a ball.
 Then, pull the object out of the bag and checked whether youwere right or wrong. If
right then say, yes! That’s right.
 Repeat it with all children till all objects are [Link] sum up, stereognostic sense
exercises are very helpful forchildren to develop stereognostic sense.
Language: The names of the objects.
Purpose:
Direct:
To refine the stereognostic sense and material visualization.
Control of Error: In the other children (if they happen to be watching a child working
with this material)The child when the object is taken out of the bag.
Age: 3 1/2 – 4 years
Notes Change the objects as often as needed to keep the children’s’ interest. Use real
[Link] not put any objects in the bag that are sharp, dangerous, or breakable
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3. Geometric Solids

After initial presentations with the visual sense, children can explore geometric solids (sphere,
cube, cone, etc.) with eyes closed or while blindfolded. They are encouraged to describe the
shape based on how it feels.

Arrange a basket large enough to contain ten geometric wooden solids in blue:
 A triangular prism
 A rectangular prism
 A cube
 A cylinder
 A cone
 A triangular pyramid
 A square pyramid
 A sphere
 An ellipsoid
 An ovoid
Have the child choose 3 to 4 solids. Place these in a separate basket and cover with a cloth.
Reach your hand under the scarf, feel one of the solids underneath, and say out loud what solid
you believe you have in your hands. Take out the solid from under the scarf to reveal the solid
you have. Allow the child to do as you have shown. This allows the names of the solids to be
reinforced for the child. Work in this manner until the child can place a scarf over all of the
solids and still feel and guess correctly.
Language
Loud and Soft
The positives, comparatives, and superlatives.
Purpose
Direct
To refine the stereognostic sense.
To make the child aware of the solid shapes that surrounds him.
Indirect
Preparation for geometry.
Control of Error
Visual
Age
3 1/2 years onwards
Skills Developed: Spatial perception, abstract thinking, concept of geometry.
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[Link]: Puzzle Maps

Materials

A small world globe with the land areas covered with sandpaper and the water surfaces painted

blue.

Presentation

Introduction

Invite the child to come and work with you. Bring him over to the globes and point to the

sandpaper globe. Give the child the name of the material. Show the child how to carry the globe

by using two hands around the wooden base of the globe. Have the child carry the sandpaper

globe to the table and have him place it in the center of the table. Then have the child sit to your

left.

Procedure

 Tell the child, “This is what our world would look like from outer space.”
 Feel one of the rough parts (one of the continents).
 Have the child feel it.
 As he is feeling it, tell him, “This is land.”
 Have the child feel another spot (or another continent).
 Tell him, “This is also land.”
 Feel one of the smooth surfaces (one of the oceans).
 Have the child feel.
 Tell the child as he is feeling, “This is water.”
 Turn the globe and have him feel another smooth surface.
 Tell the child, “This is also water.”
 Feel another rough spot and again tell the child, “This is land.”
 Feel another smooth spot and again tell the child, “This is water.”
 Do a Three-Period lesson for “land” and “water”.

Language

Land and Water

Purpose
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Direct
To help the child
develop a concept of
the shape of the
earth.
Visualization of the
distribution of land
and water over the
earth.
Indirect
Preparation for the
painted globe.
Control of Error
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None
Age
3 1/2 – 4 years
Notes
Remember to have
the child sensitize his
fingertips before this
lesson
Direct

To help the child develop a concept of the shape of the earth.

Visualization of the distribution of land and water over the earth.

Indirect

Preparation for the painted globe.

Control of Error

None

Age

3 1/2 – 4 years
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Notes

Remember to have the child sensitize his fingertips before this lesson

5. Fabric Box / Rough and Smooth Boards

Children feel different textures of fabric or surfaces and are encouraged to match them or grade
them in order of roughness, all without using their eyes.

 Skills Developed: Texture discrimination, memory, vocabulary development.

6. Baric Tablets

These tablets, made from different woods but of the same size, have different weights. Children
compare the weights through touch and muscle feedback.

 Skills Developed: Weight discrimination, muscle sensitivity, classification.

7. Thermic Bottles or Thermic Tablets

Children explore the sensation of warm and cold through touch, learning to differentiate
temperatures using only their hands.

 Skills Developed: Temperature perception, concentration, sensitivity.

Everyday Activities That Enhance Stereognostic Sense

Aside from Montessori-specific materials, many daily activities also support this sense:

 Washing and polishing activities, where hands manipulate sponges or cloth.

 Handling natural materials like shells, stones, nuts, and wooden objects.

 Folding clothes or matching socks by touch.

 Kneading dough or modeling clay, which improves hand strength and sensory feedback.
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Conclusion

The stereognostic sense plays a vital role in a child’s physical, cognitive, and sensory
development. In the Montessori environment, activities that develop this sense are thoughtfully
designed to provide children with opportunities to explore the world in a concrete and
meaningful way. By enhancing their ability to recognize objects through touch, children become
more aware of the physical properties of their environment, develop better coordination and
concentration, and build the foundation for more abstract thinking in mathematics, language, and
the sciences. The development of the stereognostic sense, though often overlooked, is a powerful
tool in helping children become confident, capable, and mindful learners.
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Question no :3

write a note on Three period-lesson and Memory Game

Answer:
Three-Period Lesson and Memory Game in Montessori Education:

Three-Period Lesson and Memory Game in Montessori Education

Introduction

In Montessori education, learning is grounded in sensorial experience, repetition, and precise

language. Two important techniques used in presenting and reinforcing new concepts are the
Three-Period Lesson and the Memory Game. Both tools aim to help children internalize
knowledge through active participation and hands-on experience. These methods are not just
teaching techniques; they reflect the Montessori philosophy of respecting the child’s pace of
learning and engaging them deeply through meaningful activity.

Three-Period Lesson

What is the Three-Period Lesson?

The Three-Period Lesson is a method used by Montessori educators to introduce vocabulary and
concepts in a clear, simple, and logical progression. It helps the child connect language with
objects, qualities, or ideas through three distinct stages. The Three-Period Lesson is especially
useful in teaching names of colors, shapes, geography, numbers, letters, and sensorial materials.

The Three Periods Explained

1. First Period – Naming (Introduction)

“This is…”
In this stage, the adult isolates a specific concept and names it clearly. For example, when
introducing geometric solids, the teacher may say: “This is a sphere. This is a cube. This
is a cone.” The child is not expected to respond; they are simply absorbing the new
vocabulary through auditory and visual input.
2. Second Period – Recognition and Association
“Show me…”
This is the most important and longest stage. The teacher asks the child to identify the
objects by name: “Show me the cube,” or “Point to the sphere.” The child must connect
the verbal name with the correct object. This period often involves repetition and
movement, such as “Place the cube on the mat,” or “Give me the cone.” It ensures the
child understands the concept before moving on.
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3. Third Period – Recall and Identification

“What is this?”
In the final stage, the teacher tests the child’s memory and understanding by asking them
to name the object independently. For example, “What is this?” while pointing to the
sphere. If the child answers correctly, it shows mastery. If not, the teacher may gently
return to the earlier stages.

Purpose and Benefits of the Three-Period Lesson

 Builds vocabulary and helps children link language with experience.

 Encourages active participation and observation.
 Allows for self-paced learning; the teacher adapts the pace based on the child’s
readiness.
 Encourages concentration and memory recall.
 Helps in classification and conceptual understanding.

The Three-Period Lesson reflects Montessori’s respect for the child's natural learning rhythm. It
avoids pressure and focuses on internalization rather than rote memorization.

Memory Game

What is the Memory Game?

The Memory Game is a Montessori strategy used to sharpen the child’s memory, attention, and
visual perception. It involves asking the child to observe a set of objects or cards, then recall and
retrieve them from memory. It is often used in conjunction with sensorial or cultural materials to
reinforce learning in a playful and engaging way.

Memory games can be introduced from around 3.5 to 4 years of age and can be adapted to
various areas: matching shapes, remembering positions, identifying differences, or finding pairs.

Examples of Memory Games in Montessori

1. Object Memory Game

A few objects are placed on a tray. The child is asked to study them. Then the objects are
covered or removed, and the child is asked to recall or retrieve the same objects from a
shelf or another tray.
2. Matching Cards from Memory
A set of picture cards is laid out. The child studies one card, walks across the room, and
finds the matching card from a different set placed elsewhere. This combines physical
movement with mental focus.
3. Color Tablets Memory Game
The child looks at a color tablet, then walks to another area to find the matching one from
a group of similar colors.
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4. Geography and Cultural Games

Children memorize the location of countries, flags, or animals on maps or charts and then
identify or label them later without immediate visual cues.

Purpose and Benefits of Memory Games

 Improves short-term and long-term memory.

 Enhances observation skills and visual discrimination.
 Supports problem-solving and critical thinking.
 Encourages movement, which is essential in Montessori for building intelligence through
action.
 Boosts confidence and self-discipline, as children feel joy in remembering and retrieving
successfully.

Memory games are always presented in a calm and joyful manner, never as a test or competition.
They are adaptable and can be simplified or made more challenging depending on the child’s
developmental level.

Conclusion

Both the Three-Period Lesson and the Memory Game reflect Montessori's deep understanding of
child development and learning. The Three-Period Lesson provides a structured yet flexible
approach to building language and concept mastery, while Memory Games foster recall, focus,
and joyful learning through play. Together, these methods enrich the Montessori environment,
providing children with tools to become confident, thoughtful, and independent learners. They
nurture not just academic growth but also the cognitive and emotional development necessary for
lifelong learning.
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Question No :4
Explain all exercises briefly in chapter 4.1 Exploring dimensions. Make
illustrations/ diagrams and mention vocabulary too.
Answer:
Exploring Dimensions:
Exploring dimension is a basic division of Visual sense. In these exercises child can
differentiate between objects which have similar shapes and color but different in length, width,
height and thickness. Below are the few exercises:
1. The Cylinder Blocks 2. The Pink Tower 3. The Broad Stairs
4. The Long Rods 5. The knob less Cylinders

The Cylinder Blocks:

Materials:
Four finely polished wooden blocks each having ten cylinders. Cylinders have knob to hold.

Block 1 Cylinders Block 2 Cylinders Block 3 Cylinders Block 4 Cylinders

Vary in height, Vary in height, Same height of 5.5cm Same diameter of 2.5
length and diameter, length and diameter or 3 cm
5.5cm to 1cm by 1/2cm(5.5cm to
1cm)
Largest one is tallest Height increases by Diameter decreases Height decreases by
and thickest 0.5cm(from 1cm to by 0.5cm(from 5.5cm 0.5cm(from 5.5cm to
Kulsoom Gul Roll No: D21041

5.5cm) to 1cm) 1cm)

I. Exercise:
In this exercise directress guide the child how to hold the cylinder from the knob and then put it
into the table. After bringing all the cylinders from Block 1 to the table, directress put each
cylinder back into the block without making noise. Repeat this exercise with Block 2 and
[Link] few children mastered in these three blocks after that Block 4 introduce.

[Link]:
In this exercise directress guide the child how to use two blocks at a time. Mix cylinders and then
put them back to their right position.

III. Exercise:
In this exercise directress guide the child how to use three blocks at a time while placing them in
a triangular shape. Mix cylinders and then put them back to right position.

IV. Exercise:
When child mastered with all three blocks then directress guide the child how to use all blocks at
a time. Placed all blocks on table in shape of square. Mix the cylinders inside the square and then
put them back into their right position.
Kulsoom Gul Roll No: D21041

The Pink Tower:

Materials:
Ten wooden cubes from the size of 1cubic centimeter to 1cubic decimeter. Cubes may be finely
painted with pale pink or plain wooden finely lacquered. Strong pink color avoided.

I. Exercise:
In this exercise directress use table or mat for this, place all cubes on it. First hold the biggest
cube with both hands compares with others and put it on the table. After that, take the second
biggest cube compare with other cubes; put it carefully without any mistake on the middle of the
first cube. Repeat it until all cubes finished and a tower build. Now place both hands on the sides
of the tower, slowly move hands upward aside the tower, hands join each other at the top of the
tower. When child mastered this exercise introduce him the second one.

II. Exercise:
In this exercise directress make the tower exactly the same way just like in exercise 1, but this
time the cubes are placed on the one corner side of the previous one. This shows that one side of
the tower is straight. The smallest cube first place at the top of the bottom cube and with the help
of index finger pushed it to the top of tower. This helps the child to differentiate the sizes.

III. Exercise:
In this exercise directress make a tower horizontally on the table. Place the largest cube on the
right hand side. Place the second cube very carefully in the center of the previous cube. Repeat it
with all cubes.
Kulsoom Gul Roll No: D21041

The Broad Stairs:

Materials: Ten brown wooden prisms having same length of 20cm but vary in height and width
from1 cm to 10 cm.
Prism 1 Prism 2 Prism 3………… Prism 10
Length 20 cm 20 cm 20 cm …………. 20 cm
Width 1 cm 2 cm 3 cm …………… 10 cm
Height 1 cm 2 cm 3 cm …………… 10 cm

I. Exercise: In this exercise directress use table or mat for this, place all prisms randomly on
it. First hold the largest and thickest prism with both hands compares with others and put it on
the table. After that, take the second largest and thickest prism compare with other prism; put it
carefully without any mistake aside of first prism. No space between the prisms left, if there is
space slightly pushed second one towards the first. Repeat it until all prisms finished and a
horizontal stair build. Now pass hand over the stairs from biggest and thickest to the narrowest.
When child mastered this exercise introduce him the second one.
II. Exercise: In this exercise directress build the stairs just like exercise 1 but for showing child
the difference of the height of the smallest prism, she hold each step of the stair from index
finger of both hands and slightly move it, then again place it to proper position.
Kulsoom Gul Roll No: D21041

The Long Rods:

Materials: Ten wooden rods usually painted red having height and width constant and length
increased by 10cm, shortest have 10cm and longest one is 100cm.

I. Exercise: In this exercise directress use mat for this, place all rods horizontally and randomly
on it. First hold the smallest rod with both hands compares with others and put it on the left of
the mat. After that, take the slightly longer rod compare with other rods; put it carefully without
any mistake aside of first rod. Repeat it until all rods finished. The shortest rod near to the
directress and the longest rod farthest on mat.
II. Exercise: In this exercise directress arrange the rods as in exercise 1. Hold the smallest rod
with the index finger of both hands and place it aside with other rods just to compare its length.
 Kulsoom Gul Roll No: D21041

The Knob less Cylinders:

Materials: Four sets of wooden cylinders.

Yellow Cylinders Green Cylinders Red Cylinders Blue Cylinders

Big-Small Deep-Shallow Thick-Thin Tall-Short
Vary in height-diameter Vary in height-diameter Vary in diameter Vary in height

I. Exercise: In this exercise directress use table or mat for this. First teach the child how to open
the lid of the box of cylinders. Then place all cylinders randomly on table. First hold the largest
cylinder with hand compares with others and put it on the center of the table. After that, take the
slightly shortest cylinder compare with others; put it carefully without any mistake at the top of
the first cylinder on the middle of it. Repeat it until all cylinders finished and tower build.
II. Exercise: Directress may put cylinders in a row for grading them.
Kulsoom Gul Roll No: D21041

Extension Exercises with Pink Tower and Broad Stairs:

Materials: Pink Tower, Broad Stair, a Mat, a White Sheet (2.25 meter long and 1 meter wide)
I. Extension- Horizontal: Place Broad Stairs on the mat according to its exercise I. Then place
Pink Tower cubes aside with the broad stairs prisms, as the largest cube with the largest and
thickest prism. Continue until all cubes placed aside with the prism.

II. Extension- Vertical: Take the thickest prism from the Broad Stairs and put it on the mat facing
rectangular side to the directress. Then take the second thickest prism place it on the center of the
first one. Continue until all prism sets vertically. Now take the largest cube of the Pink Tower
and place it very carefully to the right square side of the thickest prism. Then take the second
largest cube and put it on the first cube in such a way that its side attach with the square side of
the prism. Continue until all cubes placed aside the prisms and build a tower.
III. Extension- Monument: Place the Broad stairs just like Exercise I of it on the left side of the
mat and Pink Tower cubes according to their grading horizontally on the right side.
First level: Take the thickest prism from the Broad Stairs and put it on the mat facing rectangular
side to the directress. Now take the largest cube from the Pink Tower and placed it aside with the
prism on its right side. Take the second thickest prism and placed it on a first cube. Half of the
second prism comes to the first prism. Now take the second largest cube and put it aside with the
second prism on to the first prism, a place which is left after placing the second prism. Continue
until all prisms and cubes arranged and look like a wall.
Second level: Take away the smallest cube from the top of the wall and put it on the left side of
the mat. Now hold the first top prism with finger and thumb and take away the second cube.
After that hold the second top prism and carefully take away the third cube. Continue this
procedure until all cubes take away one by one.
IV. Extension- Shadow: Spread white sheet on the floor. Build a Pink Tower on the middle of
the width of a sheet. Now take the thickest prism placed it aside with bottom cube attaching
square sides. Then take the second thickest prism placed it next to the first prism making 90
degree angle with a pink tower. Continue until all prisms placed. Switch on the torch behind the
Pink Tower and adjust the shadow equal to the Broad Stairs which is 2 meter in length. Now
Kulsoom Gul Roll No: D21041

slightly move the beam of light to left to right and then backward. By this shadow move from
right to left, left to right and passed over the stairs.
V. Extension- Alternate: Take the thickest prism from the Broad Stairs and put it on the mat
facing rectangular side to the directress. Then take the largest cube from the Pink Tower and
placed it over the prism on the middle of it. Now take the second thickest prism and put it on the
first cube in such a way that it balances and will not fall off. After that placed the second largest
cube on the middle of second prism. Continue until all the prisms and cubes are assembled.

VI. Extension- High Stairs: Take the thickest prism from the Broad Stairs and put it on the left
side of the mat, resting its square side on mat. Then take the second thickest prism and placed it
aside with first prism touching rectangular sides. Arrange the rest of the prisms in this way. Now
take the largest cube and put it on the thickest prism. After that take the second largest cube and
put it on the second thickest prism. Continue until all the cubes placed on prisms.

Extension Exercises with the Long Rods:

Materials: Long Rods, a Mat

I. Extension- Vertical: Place the rods randomly in a horizontal way on the mat. Take the longest
rod and put it on the mat. Then take the second longest rod and put it on the top of first rod while
their left edges even. Continue until all rods placed vertically.

II. Extension- Maze: Place the rods randomly in a horizontal way on the mat. Take the largest
rod and put it on the floor. Now take the second largest rod and put it on the floor at the 90
degree with the first rod and their ends meet. Continue with all rods making 90 degree with their
previous rods and having a shape of a maze. Allow the child to walk in slowly in a maze and
then comes outside without touching rods.

Extension Exercises with the Cylinder Blocks and Knob less Cylinders:

Materials: Cylinder Blocks, Knob less Cylinders, a Mat

Kulsoom Gul Roll No: D21041

[Link]- Comparison: Place green set of a knob less cylinders horizontally on a mat from
biggest to smallest. Then take the block cylinders and put it on the top of the knob less cylinders.
After that compare each set of knob less cylinders with the set on cylinder blocks.

Vocabulary from all these Exercises:

Long-Short Tall-Short Long-Longer-Longest Big-Bigger-Biggest

Big-Small Thick-Thin Short-Shorter-Shortest Thick-Thicker-Thickest
Large-Small Middle Small-Smaller-Smallest Thin-Thinner-Thinnest
Deep-Shallow Cube Deep-Deeper-Deepest Tall-Taller-Tallest
Broad-Narrow Straight Large-Larger-Largest Broad-Broader-Broadest
Rod-Stairs Prism Shallow-Shallower- Narrow-Narrower-Narrowest
Shallowest
Kulsoom Gul Roll No: D21041

Question no:5

How does the

Montessori program
help develop Tactile
Sense?
Ans:
Tactile Sense
In Tactile sense child
learns to perceive his
world via touch. For
young children, the
sense of
Kulsoom Gul Roll No: D21041

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
Kulsoom Gul Roll No: D21041

describe what he
feels. It is to
be remembered that
these games are of
the greatest
importance in the
method, because
upon
How does the Montessori program help develop Tactile Sense?
Answer:
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
Kulsoom Gul Roll No: D21041

with the exercises for the movement of the hand, we base the acquisition of
writing.
The tactile sense, or the sense of touch, plays a vital role in how young children explore and
understand their environment. Through touch, children perceive differences in texture,
temperature, pressure, weight, and form. [Link] Montessori recognized that a child's learning
is deeply rooted in sensory experiences. Therefore, she incorporated tactile activities as an
essential part of the Montessori Sensorial curriculum. The tactile sense helps in refining the
child's sensory perception and prepares them for further intellectual development.
Montessori Materials That Develop the Tactile Sense:
1. Touch Boards: Develop discrimination between rough and smooth surfaces.
2. Touch Tablets: Matching tablets of different textures by touch only.
3. Fabric Box: Match pairs of fabric (e.g., silk, cotton) blindfolded.
4. Baric Tablets: Match weights by holding tablets of identical size.
5. Thermic Tablets/Bottles: Distinguish warm and cool materials.
6. Mystery Bag: Identify common objects using only touch.
Educational Importance:
- Refines touch for better handwriting.
- Supports sensory integration and cognitive development.
- Encourages independence and concentration.
- Builds foundational skills for sorting, matching, and grading.
Vocabulary Introduced:
Rough, smooth, soft, hard, warm, cool, heavy, light, thick, thin, curved, flat.
Control of Error:
Children notice mistakes through touch and can self-correct, encouraging independence and
logical thinking.
Tactile exercises support the development of fine motor skills and are essential in early
childhood for building a strong foundation in sensory perception and academic readiness.

Fahima Siddique #
D17047
Kulsoom Gul Roll No: D21041

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:
Tactile Exercises are divided into four classifications:
Sense Classification Different exercises
Tactile Sense Exploring Texture Touch board, touch Table

Exploring weights Baric table

Exploring Temperature Thermic tablets and Bottles

Exploring Stereognostic Mystery Bag, puzzle Map

sense
Kulsoom Gul Roll No: D21041

Fahima Siddique #
D17047
them, in union with
the exercises for the
movement of the
hand, we base the
acquisition of
writing. them, in union with the exercises for the movement of
the hand, we base the acquisition of writing.
Kulsoom Gul Roll No: D21041