PAKISTAN MONTESSORI COUNCIL
MONTESSORI EARLY CHILDHOOD DIPLOMA (3 – 6 YEARS)
Candidate Name : Rida Butt Roll Number : DK1752
Contact # : 03422588932 Assignment # : 2
Module Name : Introduction to Montessori Module # : 03
Tutor 1 : Ms. Humera Farooq Tutor 2: Ms. Sehrish Arif
Q1. Write a comprehension note on the importance of sensorial exercises.
Answer: Sensation and perception are the term which are clear the concept of senses. Sensation is a
signal which is received directly from environment to the brain and the perception is refers to mental
ability to react on that signals. These terms are created senses and the senses are playing main
important part in human body. In the early years of life the senses development is very high and it is
need to be done in precise way. If these senses are not develop in specific period there must be
something left and will never done. In the early ages (0 to 7) senses can sharpen by activities and work
more perfectly and rapidly. This sharpness is help to the child to become more familiar to environment.
In previous time these activities are performed in natural environment like climb on trees running after
butterfly rolling on hills, see and feel the environment by self but nowadays natural way of learning is
lacking but the urges of learning is still be there but it is became only passive form and it cannot teach a
child how to live and familiar to the environment. Montessori Method is created according to the
importance of sensorial development. Dr Maria Montessori noticed that the children of all around the
world engage in similar activities so she develop numerous activities and material for the help of child’s
better sensorial development and these activities are based on active form. In these activities child can
engage in his interested activity by involving himself.
Q2. What is stereognostic sense and how can we develop it?
Answer: Stereognostic sense is the ability to sense the recognized and perceive the shape and nature of
any object by their senses. The exercises of stecreognostic help to the child for develop his
understanding and organized the objects, based upon feelings which child’s mind received by touching
the object.
Development of stereognostic sense plays very important part in child’s sensorial development. This
development is as important as other sense development. Stereognostic sense helps the child to
discriminate shapes and sizes through the touch, feel and movement of the object, this senses allows
the child’s mind to recognized the picture of things without see them. Once child’s mind and hand
familiar that how can he use this sense by different kind of activity now object can used by blindfold in
more addition to make sharpen this sense and then child will recognized the shape and texture (thin,
weight, thick) by only touching and feel that.
Q3: Write a note on Three Period-lesson and Memory Games.
Answer: Three period lesson in the area of language are used to increase, enrich and broaden child’s
mind. It is given to child after child had much experience with material and activities. These period are 1.
Naming Period 2.Recognition and Association Period 3. Pronunciation Period. 1. Naming Period, in this
period child learn the name of thing and observed how to hold and feel it. 2. Recognition and
Association Period, in this period child familiar and able to find and tell the place of object.
PAKISTAN MONTESSORI COUNCIL
MONTESSORI EARLY CHILDHOOD DIPLOMA (3 – 6 YEARS)
Candidate Name : Rida Butt Roll Number : DK1752
Contact # : 03422588932 Assignment # : 2
Module Name : Introduction to Montessori Module # : 03
Tutor 1 : Ms. Humera Farooq Tutor 2: Ms. Sehrish Arif
3. Pronunciation Period, in this period child is able to answer the question asked by directress “what is
this?”. If child would not able to answer the question so without correcting him back to the second
lesson. These are three period lessons.
Memory game. This game is introduce to children after three period lesson. This game helps to child to
build rejuvenate interest in the material when it decline by any reason. Sometimes child wants to
revision lesson this games helps him to recall lesson which is already learnt. This games classified to
child before starting new material’s lesson.
Q4. How dose Montessori program help develop Tactile Sense?
Answer. The Tactile sense is the primary sense which is us in our daily life. By touching things we get
information about it and communicate with environment. In Montessori class room child develop this
sense by different activities and familiar with environment around him. After touching some thing he
will be able to recognized the texture of the thing for example, touching a cloths he can feel smooth and
silky texture, and this also build his vocabulary by new words like smooth and silky and there are lots of
material to build his Tactile sense. Here is some example, Exploring Texture by touching hard board,
table, cloths….. Exploring Weight by lifting stone, chair, cubes…… Exploring Temperature, thermic bottle
cold water bottle and room temperature water…… Stereognostic Sense….. Mistry Bags, Puzzle….. These
all experiences communicated with hands and through the signals send to brain. This is very important
exercises to develop the Tactile sense in child and Montessori Method follow this for the purpose of
future development and ready him , to explore new things which is surrounded the child.
Q5. Exploring Dimensions. Make illustration/diagrams and mention vocabulary.
Answer. Exploring dimension group is come under the visual exercises. In this group there is important
sensorial development build. In these exercises child learn how discriminate between size, shape,
weight, length, thinness and thickness.
Exercises:
The Cylinder Blocks Material: 4 lightly wooden blocks each containing ten blocks cylinders. Different in
size and each of one has knob for holding.
Shape and size of block.
Block 1: The diameter increases from 1cm to 5.5cm. The height remains constant at 5.5cm.
Block 2: The diameter increases from 1c, to 5.5cm. The height increases from 1cm to 5.5cm.
Block 3: The diameter increases from 1cm to 5.5cm. The height decreases from 1cm to 5.5cm
Block 4: The diameter remains the same. The height increases from 1cm to 5.5cm.
(b) Exercise: The directress starts by removing the knob of the first cylinder gently and quietly putting it
on the table, repeating this until all knobs are removed. She then selects the largest knob and places it
back into its respective hole quietly. After she is done, she will ask the children to repeat the same
exercise, moving on Block 2, 3 and 4 as they progress.
(c) Vocabulary:
Block 1 and 2:
Large, small
Large, larger, largest
Small, smaller, smallest
Block 3:
Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest
Block 4:
Tall, short
Tall, taller, tallest
Short, shorter, shortest
Deep, shallow
Deep, deeper, deepest
Shallow, shallower, shallowest
(2) The Pink Tower:
(a) Materials: Ten solid wooden cubes varying in size from 1 cubic centimetre to 1 cubic decimetre and
pale pink in colour.
(b) Exercise: The directress spreads out a mat on the floor. She picks up the largest cube and brings it
closer to the rest of the cubes and analyses the relative sizes of the cubes. She then puts the biggest one
on the mat and looks for the cube a size smaller than it to place it next to it. She repeats the same down
to the smallest cube. She then motions her hands from the biggest to the smallest to reinforce the idea
of the tower gradually becoming narrower.
(c) Vocabulary:
Cube
Large, small
Large, larger, largest
Small, smaller, smallest
(3) The Broad Stairs:
(a) Materials: Ten brown wooden prisms, all of the same length but varying height and width from 1
centimetre to 10 centimetres (or 1 decimetre squared). The end faces represent the squares of the
numbers one through ten.
(b) Exercise: The directress spreads out a mat on the floor and mixes the prisms on it such that they do
not touch each other. She picks up the largest prism and holds it against the others to compare and ensure
that she is indeed holding the largest and thickest one. She then places it towards the far left side of the
mat such that the squared side faces towards her. She follows by looking for the second largest and
thickest prism,brings it closer to the largest and places it next to it such that there is no space between
the two. She continues by repeating the exercise until all the prisms are arranged in the same way
according to their size.
(c) Vocabulary:
Prism
Broad, narrow
Broad, broader, broadest
Narrow, narrower, narrowest
(4) The Long Rods:
(a) Materials: Ten red wooden rods of constant height and width. The length increase by ten
centimetres from the shortest rod which is one decimetre, to the longest one, which is one metre.
(b) Exercise: The directress places a large mat on the floor and arranges the rods randomly on the mat,
without he shortest near the longest for visual contrast. She looks for the shortest rod and places it in
the lower left corner and double checks for reinforcement that she does indeed have the shortest rod.
She continues to do this, going from the shortest rod to the longest until the stair has been completed.
(c) Vocabulary:
Long, short
Long, longer, longest
Short, shorter, shortest
(5) The Knobless Cylinders:
(a) Materials: Four sets of 10 cylinders, each set of a different colour. Yellow cylinders vary in height and
diameter (the widest cylinder is also the tallest), green cylinders vary in height and diameter (however,
opposite to yellow so that the widest cylinder is alsothe shortest), red cylinders vary in diameter and
blue cylinders vary in height.
(b) Exercise: The directress arranges a table or mat. She teaches the child how to open the lid of the
cylinder boxes and places all the cylinders on the table randomly. She picks up the largest cylinder,
compares it with others and puts it on the centre of the table/mat. She then takes the cylinder that is
one size shorter from the previous and carefully places it on top of the former, aligning it properly so it
rests perfectly on top of it. She continues this exercises until she has placed all the cylinders on top of
each other and the tower has been built.
(c) Vocabulary:
Set 1 and 2:
Large, small
Large, larger, largest
Small, smaller, smallest
Set 3:
Thick, thin
Thick, thicker, thickest
Thin, thinner, thinnest
Set 4:
Tall, short
Tall, taller, tallest
Short, shorter, shortest
Deep, shallow
Deep, deeper, deepest,
Shallow, shallower, shallowest.
