How to Write a Summary of an Article? Our apparatus for educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state. Montessori Maria, the Absorbent pagechapter
Explain what stereognostic education is? And how sensorial materials in the classroom develop the stereognostic perception of young children SENSORIAL ESSAY The child is introduced to the Sensorial area of the Montessori classroom after he has worked in practical life, become familiar with classroom rules and correct handling of materials, and is used to the idea of a full cycle of activity.
While the sensorial exercises no longer involve familiar objects, they are working with skills the child uses every day- his senses.
The formative years, from birth to six, are a time of great sensory exploration for the child. Since birth, the child has been absorbing impressions from his senses. Now, through the Sensorial materials, the child is given the tools needed to sharpen and refine his senses, as well as to understand, order, name and classify the various sensations he receives.
The Sensorial area assists the child to educate his senses. Dr Maria Montessori Once the child is introduced to the sensorial activities in the classroom, he starts working with the material, which grabs his attention and develops a sense of judgment and comparison, as to how to use the material.
When he further repeats the activities on daily basis, he goes into the depth and starts understanding the activity much better, for example if he has worked with all the stereognostic material in the Montessori environment, like ouch tablets, touch fabrics, stereognostic bag, feeling geometrical solids, he can then go back to the previous activities knobbed cylinders, pink tower, broad stairs and knobless cylinders, etc and use the stereognostic sense to perform them.
Once he has worked with the material several times, the power of concentration develops in the child, so now he is able to do the activity better and understand the details, which will further help him in concentrating in other aspects of life.
The concentration further develops a power of observation in the child, which also means that when the child is using his full concentration in performing an activity, he acutely observes the material and this is when he starts thinking of using the given material in different ways, he will think of different variations in the activity itself, thus making him understand the concept of the activity in a better way.
The exercises carried out in order to make the senses more refined in their perception, also do something for the education of character. It forms the basic discipline in the child which will make him more orderly in his life in future. If a person is disorderly in his life, never puts back things in their places and does not finish what he has started.
This further builds the concept of the child thoroughly and now he starts giving words to the concept which is formed in his mind, for example heavy, light, thin, thick, etc.
The language building, majorly starts developing when the child is been given the three period name lesson, beginning with the color tablets, where the child is being introduced to the 3 primary colors red, blue, yellowthen presentation tray, geometrical solids, etc.
He can also go back to the previous activities and learn the language for them as well, as it would be simpler to grasp the language now. The child has become knowledgeable or what line should we use? In a way that he can now apply this knowledge some where else in the environment.
This would be called sensorial education. Montessori subdivided the five basic senses to provide an opportunity for more detailed refinement of them. It is what you can see. Exercises develop this sense by requiring the eye to perceive differences in size, form, and color which perceives size, shape, composition, pattern and colour: Children first distinguish between primary colors, then secondary, and finally the various gradations of each.
These exercises allow the child to look at a tree and see the many variations of green found in the leaves or the blues and purples of the ocean, tactile sense is interpreted through the skin. It is your perception of that which you touch. Montessori activities have the child start with touching different grades of sandpaper, then move on to different materials in the environment.
The sensitization heightens the perception of differences between extra-fine and super-fine sandpaper, and between silk and linens, thermic sense takes the tactile sense a step further and teaches the child to distinguish temperature.
He determines hot and cold by holding metal bottles in his hand or by touching different kinds of stones and other materials to his cheeks. Knowledge of the thermic sense protects the child from harm, baric sense is feeling different weights, the child again uses the whole arm in conjunction with the hands and the tactile sense to determine light vs.
This is done through weighted tablets in the classroom and can translate into other objects in the environment as the child becomes a sort of human balance or scale, auditory sense is interpreting the world through the ears. In order to understand sound, children must first be introduced to silence, then they can be introduced to matching and grading sounds.
Children match different herbs or other smells in the smelling bottles. Eventually more abstract activities take place that match the scent to a picture, gustatory sense is interpreting the world through the tongue by tasting. The child learns to distinguish between sweet, salty, bitter, and sour.
Tasting activities can be done in a group, as an individual work, or through food preparation activities. The works of Montessori add to the traditional five senses a sixth sense called stereognostic.
The stereognostic sensorial Montessori exercises are first done with eyes open, but after practice shapes are recognized and sorted with eyes closed. The exercise is to find identical ones and put them together two by two, or build up three small towers using these three objects with eyes closed.Sensorial Q.
Chapter 1 1. What did Montessori mean by Scientific Pedagogy? (P2) 2. What is required in the preparation of the teacher in this new approach to education?
Dr. Montessori – The discovery of the child, chap.6 Dr. Montessori describes sensorial materials as the key to the universe. Discuss the statement and give examples to support your discussions.
Discuss the statement and give examples to support your discussions. sensory education is to stimulate the brain messages through sight, smell, taste. To get a unique essay Hire Writer.
Type of paper: Essay. University So that the sensorial materials in the Montessori classroom enable the child to become aware of details by revealing to him strongly contrasting sensations like black and white and progressing to various gradations of this sensation such as; the many different shades .
Most of the sensorial materials provide the child with experiences in more than one of these skills. Activities in this area also indirectly prepare the child for writing and reading.
Sensorial Materials allow individual work and repetition, and allows sensorial impressions to be presented in a standardized and orderly manner and initiating the exercises with sensorial materials leads furnishing the child with indispensable and valuable skills. REFERENCES Montessori, M.