Module 3 Exercise Exercise of 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 imp impor ortan tance ce an and d aim of Se Senso nsoria riall exer exercis cises es are are for the child child to acqu acquire ire clear 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 envir en viron onmen ment. t. The The child child is a sens sensori orial al explo explorer rer!. !. Thro Through ugh work work with with the the sens sensor orial ial 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 organi"ing his intelligence, which then leads to his adapting to his environment. #r. $aria $ontessori 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 refinement of senses& along 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 #r. $aria $aria $on $ontes tessor sorii intro introduc duced ed a sub sub'ec 'ectt calle called d %Sens %Sensori orial al&& wher where e the mat mater erial ials s are are spec special ially ly des design igned ed to en enab able le th the e child childre ren n to use use their their sense senses s to explo explore re diffe differen rentt attributes of the world. It is not fully correct to say that #r. $ontessori was the first pers pe rson on to real reali" i"e e th the e impo import rtan ance ce of sens sense e trai traini ning ng for for a chil child. d. Sh She e was was grea greatly tly influenced by the ideas of his two predecessors ( )ean Itard and *duoard 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 #r. $ontessori 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. +e already know that naturally sensitive periods for the development of various faculties come on children during - years of age. !ramid of Development
*ach 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 te a!ove
All the sensorial materials involve the use of the hands in a classifying act. /or example0 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. 1hildren use these materials in spontaneous exercises. The sensorial materials are
concrete bits of information which can be organi"ed 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 ob'ect possesses nine qualities as following0 2. Shape 3. 1olour 4. Texture 5. Sound 6. Smell . Taste 7. Temperature 8. +eight and 9. Si"e.
:y 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 si"e of an ob'ect by holding it with hands< the child explores all the nine qualities of an ob'ect but in separate sessions and also with separate materials. /or example0 a child using his tactile and visual sense explores different dimensions of an ob'ect i.e. height, diameter etc. in the presentations like 1ylinder :locks, =ink Tower, :rown Stairs and so on. >e explores different intensities of colours using his visual sense in 1olour :oxes. >is auditory sense is enhanced while exploring different intensities of sound i.e. loud and soft in Sound 1ylinders while he can differentiate between tow textures i.e. rough and smooth using his tactile sense in Touch :oards. In :aric Tablets, he gets a clearer perception of weight ( light or heavy using his baric sense and so on. ?oung children like to explore experiment, tinker and try new things. They like to touch and feel and manipulate ob'ects. They feed their minds through activities. They learn through their senses to satisfy their insatiable appetite for things to do. #r. $ontessori
designed her sensorial curriculum area considering these facts. The first of the child&s 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 sub'ects which the child encounters afterwards. Sensorial activities are indirect preparation for $aths. :ecause in Sensorial, we deal mainly with different shapes and sei"es like what we do in @eometry. There is an excellent way of introducing @eometry to a child at a very tender age by the presentations of @eometry 1abinet, @eometry 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 #ecimal system because most of the materials are ten in number. Sensorial also prepares a child for different aspects of anguages like Ad'ectives, Bpposites and also new words by the three period name lesson given on each material. +e 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
". What is sterio#nostic sense and how can we develop it?
Stereognostic sense is the combination of tactile sense and muscular memory. It is the sense to recogni"e and ob'ect 'ust by feeling it.when the hand and the arm are moved about an ob'ect, 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 childCs work in the Sensorial area. )ust as important as any of the other of senses, the stereognostic sense allows the child to discriminate si"e and shape through the use of touch. #r. $ontessori wrote +hen the hand and arm are moved about an ob'ect, 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.D ;The #iscovery of the 1hild< The use of the stereognostic sense allows the child to have a mental picture through the use of touch and movement. Bther activities that develop the use of the stereognostic sense include the mystery bag and stereognostic bag. The stereognostic sense is our ability to identify ob'ects 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. +hen 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. Bne shape is pulled out and then you have to find the matching pair 'ust by touch. The stereognostic activities are first done with eyes open. Bnce the child knows how to feel the ob'ect in the hand and is familiar with it, the ob'ects are then used with the blindfold. I introduced this to my oldest daughter with 'ust 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. /or more of a challenge I will introduce another shape and later have four different shapes. =art of the challenge is also remembering which container it goes in ;great for memory skills<. Bther sorting materials could be buttons, beans, or shells. The important aspect of this activity is that it must vary in si"e and shape.
The children practice using the stereognostic sense through these exersices by sorting mixed ob'ects without seeing them. $aterial
A bag as attractive as possible with almost ten ob'ects those are very different from each other roced%re
- =lace the bag flat on the table with the opening near you. - =ut one of your hands into the bag. - 1hoose one ob'ect to feel. - /eel the ob'ect and tell the childEchildren what you feel, i.e. soft, fluffy, light, etc. - Bnce you think you know what you are feeling, say the ob'ect&s name out loud0 i.e. I think this is a cotton ball.! - =ull the ob'ect out of the bag and you can say, ?esF It is a cotton ball.! - =lace the ob'ect to the side of the table. - Allow the child sitting to your left to try. - Gemind the child to feel, and then to say the ob'ect&s name before taking it out of the bag. - Bnce 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 ob'ects in the bag until all of the ob'ects have been chosen. - If you are working with a group, make sure each child has a turn until all of the ob'ects have been chosen.
Roll No D8895 Name
Sana Fawad
&. Write a note on three period lesson and memor! #ames?
'he 'hree eriod (esson
The Three =eriod esson is to be given after the child has had much experience with the material itself. The reason behind the Three =eriod esson is to give the language of the material the child has been using. It is meant to teach the names of ob'ects and the names of the qualities of these materials. The Three =eriod esson is divided into three steps, so the language will be more easily absorbed. There is the Three =eriod esson for naming an ob'ect, and for grading an ob'ect positively, comparatively, and superlatively. ?our role as your childCs first teacher is not the same as a trained educator. Huite naturally, you have been using the three-period lesson as you communicate with your baby and toddler. ?our use of this DlessonD is much more informal than in a classroom setting. It is a tool to allow you to see your childCs knowledge of a particular concept, and a technique to keep in mind throughout his childhood. 2. aming ;Introduction< DThis is a dog.D 3. Gecognition ;Idebtification
?ou 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 ob'ects with one-word descriptions. The baby hears the sounds and begins to understand language. 1hildren will not distinguish differences at this early age - for example all people may be DmamaD or all animals might be called Ddogs.D ots of names are learned before a child learns to speak, and understanding often comes before a child is able to verbali"e. earning takes place through all the senses, not 'ust by hearing. :abies touch, taste, squee"e, smell, push, and manipulate everything. As you identify concepts such as DhotD or Dcold,D children not only learn the vocabulary but they also experience the
quality. They miraculously internali"e the world through all their senses. $ontessori refers to this innate ability as the Dabsorbent mind.D 'he Second eriod) *Show me ++++++.*
This stage of learning is the longest, and your child needs to have many, many experiences hearing the names of things. ?ou may have noticed that your child looks in the direction of an ob'ect you name. She is indeed connecting the word with the ob'ect. ater, your little one understands simple instructions. $ontessori identified how important movement is for learning, so play games that incorporate movement. /or example, ask your child to find the ball and bring it to you. =eek-a-:oo games help children learn during the second period. D+here is TeddyJ There he isFD aming games are fun for children whether reading together, riding in the car, or playing DI SpyD at home. D+hereCs the horseJD D/ind the red balloon.D D+here is your excavatorJD 'he 'hird eriod) *What is this?*
Although some call the third period Dthe test,D donCt ask your child a vocabulary question until you know he will be successful. Gecall how delighted you were when your child first said D$amaD or Ddoggie.D +hen the child can name something, it signals cognition, the third step of learning. If you ask, D+hat is thisJD your child might not know. This tells you that more repetition and experience is needed. ever indicate that your child has failed. )ust go back to the second period. =lay more naming games, reintroduce vocabulary while you talk about what you see, and then en'oy your childCs ama"ing Dabsorbent mind.D DThe 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. $emor! ,ames)
$emory games are to be introduced to the child when the child&s 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. ,ame 1) $atchin# at a Distance)
Two different tables placed with a distance. K Take a pair of material and put one on each table.
K #irectress takes one of the ob'ects from one table and offer child to feel it by holding in his hand. K #irectress asks the child to bring the same ob'ect from the distant table. Gepeat this until all pair of material matched correctly. ,ame ") ,radin# from a Distance)
Two different tables placed with a distance. =laced a grading material like pink tower randomly on one table. A<
/rom an *xtreme0
K =ick up one of the extremes like the largest one. =ut it on the second table. K Ask the child to bring the slightly smallest of it and put it on the second table. K 1omplete this exercise after child put all the blocks on second table from largest to smallest. -
From $idpoint /For this #ame child m%st have the voca0%lar!
K =ick up one of the middle of the block from it. =ut it on the second table. K Ask the child to bring the slightly smallest then largest of it and put it on the second table. K 1omplete this exercise after child put all the blocks on second table from largest to smallest.
Name Sana Fawad Roll No
D8895
. 2xplain all exercises 0riefl! in chapter .1 2xplorin# Dimensions. $a3e ill%strations and mention voca0%lar! also?
Lisual exercise is an integral part of $ontessori sensorial training program. In exploring dimension child learns to develop his ability to discriminate between ob'ects having similar shapes and colors but varying in length, width, height or thickness. 'he c!linder 0loc3 4!linder -loc3s
$aterials
5 blocks, each containing 2 cylinders with knobs, each cylinder fitting into its respective hole. -loc3 10 The cylinders vary in two dimensions0 The diameter increases from 2cm to 6.6cm
The height remains constant at 6.6cm -loc3 "0 The cylinders vary in three dimensions0 The diameter increases from 2c, to 6.6cm
The height increases from 2cm to 6.6cm :lock 40 The cylinders vary in three dimensions0 The diameter increases from 2cm to 6.6cm The height decreases from 2cm to 6.6cm :lock 50 The cylinders vary in one dimension0 The diameter remains the same. The height increases from 2cm to 6.6cm resentation ntrod%ction
Invite the child by telling him you have something to show him. :ring him over to the cylinder blocks and tell him0 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. >ave the child carry the block over to the table and show the child where to place it near the median line of the table. >ave the child sit down to your left and then you sit down. Taking But - :egin 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. - =lace the cylinder standing up in front on the hole. - Gepeat by taking out the cylinder in the same way that is furthest to the left. - =lace this cylinder in front of this hole. - 1ontinue 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. =utting :ack - Geplace all of the cylinders back into their appropriate hole, one at a time and in a random order. - >old 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. *xercise *xercise 2 The child works individually with the other blocks as in the presentation. ;:locks 3, 4, and 5<.
*xercise 3 The child works individually with two blocks.
*xercise 4 The child works individually with three of the blocks. *xercise 5 The child works individually with the four blocks. (an#%a#e
:lock 20 Thick and Thin :lock 30 arge and Small :lock 40 o language because no dimension is isolated :lock 50 Tall and Short. The positives, comparatives, and superlatives. in3 'ower $aterials
- 2 pink wooden cubes ranging from 2cm4 to 2cm4, differing in 4 dimensions. The cubes increase progressively in the algebraic series of the third power. Therefore, the second cube equals 8 of the firstM the third cube equals 37 of the first etcN - A floor mat of contrasting color. - A small stand on which to keep the tower where it can be seen from at least 4 sides. resentation ntrod%ction
Invite the child by telling him you have something to show him. Tell the child that for this lesson, we will need a mat. >ave the child fetch and unroll a mat. :ring him over to the =ink Tower stand and tell him0 This is the =ink Tower!. :uilding - Show the child how to carry the top cube by gripping from above the top edges using your right thu- =lace your left hand flat under the cube and carry the cube at waist level. - Then reset the cube on the =ink 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. ;ever have the child place a cube on the left half.< - >ave the child bring over the rest of the cubes and place them randomly on the mat.
- Bnce 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. - 1arry the remaining cubes one at a time over to the mat. - Bnce 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. - @o 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. - Bnce it has been placed, check to see if it is well centered. - 1ontinue 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. - >ave the child check as well. #ismantling #ismantle 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 =ink 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. Bnce he is done, have him replace the cubes in correct order and centered back on the stand.
*xercises
*xercise 2 The child builds the tower individually as was shown in the demonstration. *xercise 3 Bnce the child has seemed to master the building of the tower, the directress will show him another way of building the =ink 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 ad'acent. Bnce 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. Bnce he is done, the child will replace the tower centered on the stand. (an#%a#e
arge and Small The positives, comparatives, and the superlatives -rown Stairs
$aterials - 2 brown prisms of the same length ;3cm< but differing in height. They vary from 2cm x 2cm x 3cm to 2cm x 2cm x 3cm. - A floor mat of contrasting color. =resentation 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. >ave the child fetch and unroll a mat. :ring him over to the correct shelves and point to the :rown Stairs. Tell the child0 These are the :rown Stairs!. :uilding - 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.
- 1arry the prism vertical and at waist level. - >ave 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.< - Bnce 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. - @o over to the right half of the mat and carefully choose the next thickest prism. ;Ose 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. - Bnce it has been placed, check to see if it is well aligned by sliding your hand along the left side of the two prisms. - 1ontinue placing all of the prisms in correct order and placing them so they come closer an 2xercises
*xercise 2 The child builds the stairs individually as was shown in the demonstration. *xercise 3 Bnce 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. Gepeat this on every edge of every prism by working your way down.d closer to you as each is placed. anguage Thick and Thin The positives, comparatives, and the superlatives
Red Rods
$aterials - 2 red rods differing in one dimension ( length ;from 2cm to 2cm<. The unit of difference between each rod is 2cm. - A large floor mat or two regular mats. =resentation Introduction Invite the child by telling him you have something to show him. Tell the child that for this lesson, we will need 3 mats. >ave 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 ! shape. :ring him over to the correct shelves and point to the Ged Gods. Tell the child0 These are the Ged Gods!. 1onstructing - 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. - @rip the rod with your left hand below your right hand. - 1arry the rod vertical and so your hands are at waist level. - >ave the child carry all of the rods over one at a time and place them randomly on one of the mats. - Bnce all of the rods have been brought over to the mat, have the child stand to your left. - 1arefully pick up the longest rod and as you kneel in front of the mat, place it hori"ontally near the back of the other mat. - Turn to the child and tell him that you are now looking for a specific one. - @o over to the other mat and carefully choose the next longest rod. - Pneel 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.
- Bnce it has been placed, check to see if it is well aligned by sliding your hand along the left edge of the two rods. - 1ontinue 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 Ged Gods by removing the shortest to the longest and placing them on the now empty mat. Invite the child to construct the Ged Gods. 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. Bnce he is done, have him replace the rods from longest to shortest back on the shelves. 2xercises
*xercise 2 The child works individually with the material as shown during the presentation. *xercise 3 Bnce 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. Gepeat this on every end of every rod by working your down to the shortest rod. (an#%a#e
ong and Short The positives, comparatives and the superlatives
N6$2
Sana Fawad
Roll No
D8895
5. 7ow does $ontessori pro#ram help develop tactile sense?
In Tactile sense child learns to perceive his world via touch. /or young children, the sense of touch is a key to understanding the world around them. *ncourage touch and exploration, discussing what your child is touching. Is it DroughD or DsmoothDJ Is it DbumpyD or DsilkyDJ Ose 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 *xercises are divided into four classifications0 2< *xploring Texture 3< *xploring weight 4< *xploring Temperature 5< *xercise of stereognostic sense /or young children, the sense of touch is key to understanding the world around them. *ncourage touch and exploration, discussing what your child is touching. Is it DroughD or DsmoothDJ Is it DbumpyD or DsilkyDJ Ose rich descriptive words that will teach your child the language to describe what he or she feels. In the $ontessori class, materials such as the Gough and Smooth ;Touch< :oards, Touch Tablets, and /abric :ox are some of the first touch materials that your child will use. ook 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. 7ow $ontessori pro#ram help to develop 'actile Sense)
In $ontessori program, materials such as the Gough and Smooth ;Touch< :oards, Touch Tablets, and /abric :ox are some of the first touch materials that child will use. ook 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. 2xplorin# 'ext%res) 'o%ch 'a0lets)
$aterials0 Bne box having five pairs of wooden tablets with gradations of roughness. A blindfold. =rocedure0 K Take out two to three pairs with greater contrast and put it on the table. K $ix them and then pick one tablet at a time feel it in hand, lightly stroke it and then put aside. K Tell the child I am going to find the one which is 'ust like this!. K /ind the other tablet and put it with previous one. Allow child to feel the similarity. K Gepeat this exercise with all the rest tablets. ow again repeat this exercise while using blindfold. ow again mix the tablets and allow child to do this himself. >ere 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. 1hildren learn the vocabulary by three period-lesson. Locabulary0 rough and roughest. 2xplorin# 'emperat%re) 'hermic -ottles) $aterials)
/our pairs of metal containers, each pair containing water at various temperatures. :ottle =air 20 47Q;Goom temperature<, :ottle =air 30 37Q;tap water<, :ottle =air 40 27Q;Gefrigerated water<, :ottle =air 50 57Q;warm water<, 1ool refrigerator water, tap water. roced%re)
K 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!. =ut bottles in a line and let the child take the bottles and feel it. K Gepeat with second set, third and fourth. $ix them and line up and let the child do it by
>ere child learn a tactile sense to differentiate between different temperatures. 1hildren learn the vocabulary by three period-lesson. Locabulary0 >ot and cold. #irectress plays five memory games with the child. 2xplorin# Wei#ht) -aric 'a0lets) $aterials0
Three separate boxes having six to eight wooden tablets. *ach set is a different weight, color and wood from each other. Tablets are however same in shape and si"e. A blindfold. roced%re0
K :ring two boxes on table which contains heaviest and lightest tablets. K #irectress shows the child how to hold the tablet in palm of a hand. K /eel the heaviest tablet and also let the child to feel it. After that child can handle the tablet himself. ow again repeat this exercise while using blindfold. >ere 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. 1hildren learn the vocabulary by three period-lesson. Locabulary0 >eaviest and lightestss
