Sensorial
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, from visual to stereognostic.
The Purpose of Sensorial Work
The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori 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, to Montessori, 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.
Exercise Groups
Sensorial Exercises were designed by Montessori to cover every quality that can be perceived 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: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic.
In the Visual Sense Exercises, the child learns how to visually discriminate differences between similar objects and differing objects.
In the Tactile Sense Exercises, the 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.” (Montessori, Maria (1997) The Discovery of the Child, Oxford, England: Clio Press) This allows the child to really focus on what he is
The Purpose of Sensorial Work
The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori 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, to Montessori, 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.
Exercise Groups
Sensorial Exercises were designed by Montessori to cover every quality that can be perceived 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: Visual, Tactile, Baric, Thermic, Auditory, Olfactory, Gustatory, and Stereognostic.
In the Visual Sense Exercises, the child learns how to visually discriminate differences between similar objects and differing objects.
In the Tactile Sense Exercises, the 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.” (Montessori, Maria (1997) The Discovery of the Child, Oxford, England: Clio Press) This allows the child to really focus on what he is