Phase 4

Sensorial

The Sensorial in Montessori utilizes the five senses in children to teach the
various concepts like shape, space, sound, smell and touch and integrate them
with Language and Numbers.

Sensorial means where the five senses are used or stimulated. There are mainly 5
senses which are sight, sound, smell, touch, and taste. These are points of contact
with the environment. Certain amount of development is inherent. In human beings
many abstract ideas in mind come from some stimulation in the environment. Dr.
Maria Montessori felt that children have inherent qualities in being able to take in a
particular object from the environment in their mind. Her educational principles are
closer to nature. It is natural for the child to take the vastness of the object. She
moreover said that activity must be given to the children for accuracy and precision.
The main aim of Sensorial is to bring about order and precision and impression of
what the child is receiving.

Dr. Montessori when working with the mentally challenged children thought that why
not make apparatus for the normal children. Dr. Montessori‟s sensorial materials were
mainly taken from the objects used by Itard and Seguin. The apparatus were partly
taken from the materials used for psychological tests and partly from the materials
she herself invented through her own experimental works. When she made her own
apparatus for the normal children she had let the children work with them she
observed the frequency of use by the children and she also observed the advantages
derived from them. Through the trial and error method she modified her apparatus.
She also believed in the muscular activity of the children, which later on prepares the
children for more complex work --- writing.

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The sensorial apparatus are exact scientific guide for the refinement of the five
senses. The apparatus for educating the five senses offers the child a key to guide his
explorations of the world. The sensorial apparatus hence provides Sensory motor
activity to the child that to understand movements through the five senses. The
materials which are used provide a kind of guide to observation, for it classifies the
impression that each sense can receive; the colors, noise, forms and sizes, touch
sensation and odor and taste. In every group there are materials of same quality but
in different degree. There is a regular but gradual distinction between various
materials and wherever possible gradation is mathematically fixed that is why they
are called Controlled Seriation. Limitations are there in the apparatus that is there is
a maximum limit and minimum limit in the material which the child can easily
determine. These are the main characteristics of the Montessori apparatus.

Learning takes place by taking stimulation from the environment and adopting them
and then graduating it so that it is possible for the child to distinguish and classify. A
child is already exposed to stimulus. He/she is learning to distinguish and classify by
isolating one sense and by negating the other senses so that the child has an intense
experience so that the child‟s attention is drawn immediately to that particular
activity and can also perceive the truth. After perceiving the truth the child
experiences and connects the knowledge to reality and internalization of knowledge
takes place. The nature of the apparatus to some extent is a form of culture, for it
leads the child to pay attention both to ourselves and to our surroundings.

The activity that the child does through the different apparatus not only helps the
child to gain knowledge but to enhance this knowledge through the exercises that are
introduced.

Through the Sensorial apparatus intellectual development takes place, it also

heightens the sensitivity of the child and makes the child aware of the capacity to
categories which leads the child to classify.

The Sensorial apparatus gives the child concrete experiences which is more effective
than mere reasoning. The Montessori Method moves from concrete experience to

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abstract and there is also reasoning. Lastly another learning that takes place through
the Sensorial apparatus is the Muscular Memory impression. After working with the
apparatus it enables the child to stretch hands sufficiently for the necessary grasp.

The adult gives presentation to the child individually. Adult should understand that
the materials meet the inner urge of the child. The instructions that are required for
the main presentation must be brief and the words used must be simple and also
should be pronounced in the correct way as the child‟s mind during this period is an
Absorbent Mind. The lesson should be given objectively. The teacher should forget
oneself while giving the presentation. The Lesson should be precise and simple. The
teacher should note the child‟s interest. There should not be any forcing upon the
child. The activity should not be repeated if the child does not show any interest. The
spontaneity of the child should not be hampered even if the child makes a mistake.
The adults‟ movement must be precise or economized and must be systematic while
presenting the activity. Invitation should be given in a proper way to arouse the
interest of the child. The working surface must be free of any objects. The adult must
know how to stimulate the child‟s knowledge. But if there is under stimulation which
may be caused by inexperienced teachers can hamper the child‟s perception. So the
right stimulation must be given to the child, which only an experienced teacher can
give.

The aim of sensorial education is the development of philosophical and psychological

life which prepares the child for perfecting his sense organs. Through the Sensorial
apparatus the child senses the object and also pays attention due to the sameness of
the material. Therefore perception takes place. Through the name lessons language
development is there. As the child learns the name cognitive aim is achieved.
Therefore the child connects the knowledge he has obtained to reality so
internalization takes place.

 SENSATION
 ATTENTION
 PERCEPTION

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  COGNITIVE DEVELOPMENT
 INTELLECTUAL DEVELOPMENT
 INTERNALIZATION OF KNOWLEDGE.

Through the sensorial apparatus defects can be detected at an early stage and if
possible can be corrected. For example the color boxes can detect color blindness and
the sound boxes can detect deafness. The sensorial education offers the child auto
education, stimulates the senses. Then there is opportunity of language development,
through the control of error the child can rectify their own errors if any in the
activity. The child who has worked with the sensorial apparatus has not only acquired
greater skills in use of the hands , but has also achieved a higher degree of
perceptiveness towards those stimuli which comes to the child from the outside
world. To this extent the outside world has become enriched for the child, because
the child is able to appreciate delicate differences which, to a less perceptive person
might as well not exist.

To quote Dr. Maria Montessori “The aim is not an external one that is to say it is not
the object that the child should learn how to place the cylinders and that he should
know how to perform an exercise.

The aim is an inner one namely that the child train himself to observe, that he be led
to make comparison between objects to form judgments to reason and to decide and
it is in the indefinite repetition of this exercise of attention and of intelligence that a
real development ensues.”

Introduction to Sensorial

What is Sensorial Work?

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.

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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. This allows the child to really focus on what he is feeling, through a
concentration of a small part of his body.

In the Baric sense Exercises, the child learns to feel the difference of pressure or
weight of different objects. This sense is heightened through the use of a blindfold or
of closing your eyes.

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In the Thermic Sense Exercises, the child works to refine his sense of temperature.

In the Auditory Sense Exercises, the child discriminates between different sounds. In
doing these different Exercises, the child will refine and make him more sensitive to
the sounds in his environment.

In the Olfactory and Gustatory Sense Exercises, the child is given a key to his smelling
and tasting sense. Although not all smells or tastes are given to the child in these
Exercises, the child does work to distinguish one smell from another or one taste from
another. He can then take these senses, and apply them to other smells or tastes in
his environment.

In the Stereognostic Sense Exercises, the 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.

The Designed Material

Montessori materials for the Sensorial work came from her own observations and from
ideas and materials from the French doctors Itard and Seguin. Unlike the material
used for Practical Life, this material has either never been seen or never been used
by the child in his everyday life. With this said however, the child will receive no new
experiences through the use of the material. This was purposefully thought through in
order to give the child what he knows, but might not yet realize, and to then refine
his knowledge. In order to do this, the material is presented in a specific way or in a
specific pattern: the child learns to match the similar things, then he is shown how to
grade the material based on its quality, and then he receives the language related to

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his work. In presenting the material to the child in this way allows him to fully
understand the concept of his work.

 All of the Sensorial materials were designed keeping the same ideas in mind.
 All of the material isolates the one quality that is to be worked with by the
child. This allows the child to focus on that one quality.
 All of the materials have, what is called, a control of error. This calls to the
child to make the corrections himself.
 All of the material is esthetically pleasing. Such as with the Practical Life
materials, this attracts the child‟s attention to the objects and allows the child to
manipulate the materials with ease.
 All of the material must be complete. This allows the child who is working with
the material to finish through the entire piece of work without having to stop and find
a missing piece.
 All of the material is limited. The first use of the term limited refers to the
fact that there is only one of each material in the environment. This calls for other
students to build on their patience. The second use of the word limited is in reference
to the idea that not all, but few are presented, with quality or piece of information is
given to the child. The child is not given every color in the world, but only a select
few. This gives the child the keys to the information so it peaks his curiosity and leads
him to learn more out of his own interest.

Most importantly, all of the material could be called “materialized abstractions”. This
means that though Montessori‟s Sensorial materials, abstract concepts are made into
concrete materials.

Exercises

The first activity that we present with the Sensorial materials is known as Parent
Activity. Children repeat these activities and gradually become conscious of the
physical properties. Before they lose interest in those activities, more challenging

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ones with the same materials are presented. Concept becomes clearer. Only then the
child can explore his or her environment noticing the significant details. There are
many types of exercises:

 Simple ---- Reverse pairing at random, reverse pairing in succession.

 Group---- With Pink Tower.
 Eyes closed ---- with Pink Tower.
 Special Exercises ----- Long Stairs.
 Stereognostic Exercise
 Memory Exercise.

Memory 1: With pairing material one part

Name of the Activity Cylinder Blocks

Material Description Four wooden blocks, all of neutral colour. Each block
contains 10 cylinders, each with a knob on top. The
cylinders all vary in size by ½ cm, in each dimension.
Block A has cylinders varying in height and diameter
from tall and wide to short and narrow. Block B has
cylinders varying in height and diameter from short
and wide to tall and narrow. Block C has cylinders
varying only in diameter. Block C1 has cylinders
varying only in height. Mat.
Nature of Activity Individual
Age Around 3 years
Presentation Maintain work cycle. Hold the block with the thumb
and the three fingers on either side and the little
finger below the block. Take out the cylinders holding
the knob with the writing fingers in a particular way
starting from the widest in seriation. Take out all the
cylinders and keep them in a mixed pool. Take one

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 cylinder from the mixed pool at random, compare it
visually with the sockets and place the cylinder into
the socket noiselessly. Complete the activity by
placing
Point of Interest  Carrying the block in a proper way.
 Holding the knob with the writing fingers.
 Removing cylinders in seriation and placing the
cylinders in a mixed pool, pick one at random
comparing with the cylinder. Placing the cylinders in
the socket at one go and without any noise.
Control of errors Lies in the guideline. If there is spillage wipe it.
Purpose The child learns to pair the cylinder with their
respective sockets with the awareness for dimensional
differences.
Indirect Aims  Prepares the child for writing.
 Strengthening the writing fingers.
 Develops visual perception for dimension.
 Develops hand eye coordination.
 Provides controlled seriation.
 Gets to know the basic language with Name lesson
 It is also important for mathematics, practice in
decimal system as he works in 10 s.
When the child becomes mechanical with the cylinder block their exercises are
introduced.
Exercise 1  The Adult puts the pointer at random in the
socket.
 The child finds the corresponding cylinder for that
particular socket.
After the child has done it once or twice the child can
place the pointer by himself and find the

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 corresponding cylinder. The child completes the work
and checks.
Exercise 2  The child places the cylinder in a mixed pool.
 The adult places the pointer in sockets in seriation
and the child finds the corresponding cylinder and
completes the work.
Exercise 3  The child takes out the cylinders in a seriated
manner and places in a mixed pool.
 The child seriates the cylinders and places them in
front of the block corresponding to the sockets.
Completes the work.
Exercise 4  The Adult places the block away from the child.
 The cylinders kept in a mixed pool.
 From the mixed pool the child places the cylinders
in a sreiation. Completes the work.
Exercise 5  The Adult places the cylinder on a tray and the
tray is kept away from the block.
 The adult places the pointer at random and asks
the child to visually compare and place the cylinders
in the corresponding sockets.
 Then the child is asked to place the pointer by
himself and continue the exercise. This is called
Memory exercise 1.
 The block is kept is kept on the mat. The adult
places the cylinders in different places in the
environment, but within the vicinity of the child.
 The adult places the pointer in seriation and the
child places the cylinders in the corresponding socket
by comparing visually.
 The child continues the activity and completes the

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 work. This is also called memory exercise 2.
Exercise 6 When the child becomes mechanical with the
presentation block, then the blocks B, C, C1 are
introduced.
Name Lesson:
 Tall and short.
 Wide and Narrow.
Superlative:
 Tall, taller, tallest
 Short, shorter, shortest.

Name of the activity Pink Tower

Material Display There are 10 pink wooden cubes placed in a tower
form on a small wooden low table near the Sensorial
shelf on the floor. The small low table has two small
wooden strips attached to the sides to help the child
to balance the cube. The small low table is half cm
bigger than the largest cube.
Nature of activity Individual
Age 2.5 years
Presentation Work cycle maintained. The Adult invites the child and
shows the child where the Pink Tower is kept. The
Adult brings all the cubes holding it from the top with
all the fingers on four sides. The Adult places the
cubes on the mat one at a time. For the larger cubes
the palm is placed underneath the cube. The cubes
are now placed in a mixed pool. The at random a cube
is brought in front and are compared and rejected and

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 kept in a separate pool till the largest cube in
isolated. In this manner the cubes are placed on one
top of the other in seriation and the tower is formed.
The Adult checks the tower from the top and seeing
equal distances from all the sides and by tactile
impression. Then ask the child whether he wants to do
the activity. Adult keeps it in a mixed pool. The child
completes the activity and both child and adult
checks. Work cycle completed.
Points of Interest  Holding the cubes between five fingers.
 Bringing and placing the cubes one at a time.
 Placing the cubes noiselessly and at one go in the
centre.
Control of Error  In the material because if wrongly built it will fall.
 In the visual inspection from the top, seeing equal
distances on all sides.
 In tactile impression.
Language Small and large

Direct Aims Child learns how to build the Pink Tower with
dimensional awareness.
Point of Interest  Develops the child‟s visual perception of
dimension.
 Coordination of movement
 Provides useful experience of cubes of different
sizes of controlled seriation.
 Basic development of language.
 Prehensile movement.
 Preparation for mathematics.
Once the child becomes mechanical, exercises of Pink

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 Tower are introduced.
Exercise  The adult asks the child to close his eyes. The
adult removes any cube and places it in front of the
child and asks the child to construct the tower back.
The child will find the correct place for the missing
cube.
 The adult asks the child to close his eyes and the
adult will remove a cube and hide the cube. The adult
will ask the child to look for the cube and place the
missing cube in the right place and construct the
tower.
 The cubes are scattered in the environment within
the vicinity of the child. The child brings them and
constructs the Pink Tower. This is Memory Exercise 2.
Name Lesson: Big and Small.

Name of the activity Brown Stairs

Material Display There are ten wooden prisms. Which have same length
and height and breadth increases by 1cm. The
narrowest prism being 1cm and the largest being 1dm.
Mat.
Nature of activity Individual
Age 2.5 – 3 years
Presentation Work cycle maintained. The adult invites the child and
shows the child where the Brown Stairs are kept. The
Adult brings the prisms, bringing the narrowest first
holding with the thumb on one side and four fingers on
the other side and places the prisms on the mat one
by one in a mixed pool. Prism is taken at random and
compared and rejected and kept in a separate pool till

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 the broadest is identified. Adult compares visually and
also by tactile impression making the child aware of
the differences between the height and the width. By
this method of isolating, comparing and eliminating
the narrow prism, the broad prisms are identified and
are placed in a stair pattern in seriation diagonally.
The adult checks by tactile impression and also points
out the two walls on either side and also checks by
placing the narrowest prism on each step. The adult
asks the child whether he wants to do it. The adult
will keep the prisms in a mixed pool. The child will
form the brown stairs and both the adult and the child
will check. Work cycle completed.
Control of Error  In tactile impression
 The child is able to discriminate the dimensions

Language Thick and thin

Direct Aims  Visual discrimination of differences in two
dimensions and to help the child in muscular
coordination
 Children learn to discriminate, observe,
differentiate etc.
 Helps the child to learn how to construct Brown
Stairs with awareness for height and for width.

Point of Interest  Holding the prism across the breath so that the
child feels the muscular impression.
 All the prisms are compared and placed
noiselessly.
 Constructing diagonally with wall on two sides.

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 Control of Error: The control of error lies in:
 The material by placing the narrowest prism on the
step of the prisms.
 By tactile impression.

Indirect Aims  Develops the child‟s visual perception of dimension

 Coordination of movement.
 Helps in preparation for mathematics.
 Controlled seriation work.
Exercise When the child becomes mechanical with the Brown
Stairs then the exercises of Brown Stairs are
introduced to the child.
Exercises:
 Same as Pink Tower
 Same as Pink Tower
 Same as Pink Tower.
 Combination exercise of Brown Stairs and Pink
Tower. Adult and child both bring in the BS and the PT
and place them on the mat in a mixed pool. Adult
isolates the broadest prism by comparing and
eliminating, and placing it at the edge of the mat. The
child similarly does it with Pink Tower and places it
next to the Brown Stairs. Adult then places the next
broadest prism and the child the next big cube. The
child can take over and complete the wall. Then both
adult and child checks. Work cycle completed.
Name lesson: Broad and Narrow.
Superlative:
 Broad, broader, broadest.
 Narrow, narrower, narrowest.

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Name of the activity Long Rods
Material Display There are 10 red wooden rods all with the same
thickness but are varying in length from 1 decimeter
to 1 metre. Each rod increases in length by the length
of the smallest rod.
Nature of activity Individual
Age 2.5 – 3 years
Presentation Work cycle maintained. The child is shown where the
LRs are kept. The adult shows how to hold the LRs in
between two fingers. The adult brings the LRs and
places them on the mat in a mixed pool. From the
mixed pool isolating any rod at random. Compare
visually and by tracing the length of the rod identifies
the longest rod. Place the longest rod at the edge of
the mat in the centre. In this manner all the rods
seriated according to the length and placed in such a
way that on the left side of a wall is formed. After
completing the adult points out to the wall on the left
side. Adult runs two fingers (by tactile impression on
the right side to feel the difference. Adult also places
the shortest rod next to each rod to check the
activity. Adult invites the child to do the activity. The
adult keeps the rods in a mixed pool. The child
completes the activity. Both the adult and child
checks. Work cycle is completed.

Control of Error  In tactile impression.

 Visual sense acts as control of error
Language Long and short

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Direct Aims Visual discrimination of differences in dimension
( length )

Point of Interest  Holding the rods in a particular way.

 Isolating, comparing and identifying the longest
rod.
 A red wall on the left side.
Indirect Aims  Develops the child‟s coordination of movement
 Assisting with balance and concentration

Exercise  Same as Pink Tower

 Same as Pink Tower
 Same as Pink Tower
 The Adult takes out the longest rod and the second
longest rod from the made LRs and asks the child to
find one rod which fits in the gap and make the
second longest rod equal to the longest rod. In this
manner it is done to the rest of the rods. Then the
child can take over.
 The adult takes the shortest rod and places it on
the mat in the centre and then asks the child to find
the next rod and shows the child how to place the rod
at the end of the rod placed there and then the child
finishes the work in seriation and forms a MAZE.
Name Lesson: Long and Short.
Superlatives:
 Long, longer, longest.
 Short, shorter, shortest.

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Name of the activity Colour Box 1.(CB)
Material Display A box containing 6 tablets with 2 blue, 2 yellow and 2
red tablets. The tablets are fixed on wooden frames
on both sides. These are the primary colours.
Nature of activity Individual
Age 3 years
Presentation Work cycle begins. The Adult invites the child and
shows where the box is kept. Then adult shows the
child how the tablets are brought out using the writing
fingers. The adult gives instruction to the child that
the coloured part should not be touched at all. The
tablets come out in A, B, B, A manner where A is red
and B is blue. Then the adult isolates any colour tablet
compares it and pairs the tablets. After completing,
the adult asks the child to do so. Adult puts the
tablets in a mixed pool and the child does the activity.
If the child has done the activity properly, the adult
will tell the child there are more colours. Adult take
out the third colour. Adult pairs one set and the child
does the rest. Adult and child both checks visually and
completes the activity. Work cycle completed.

Control of Error Child‟s ability to discriminate colors

Language Names of colors
Point of Interest  Holding the tablets in a particular way and also
giving instruction to the child.
 Taking it out in ABBA manner.
 Isolating any one comparing it and pairing the
tablets.
Direct Aims The child is pairing the colours with awareness of

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 chromatic sense.
Indirect aims  Visually discriminating colours.
 Strengthening the writing fingers.
 Preparation for reading and writing.
 Language development with Name Lesson.
 Identifying defects if any.
Exercise When the child becomes mechanical with the
colourbox activity then the exercises are introduced.
Exercise: In this activity memory exercise 1 is
applicable. Adult takes one of red, yellow and blue
tablets and places them on a tray and keeps it on the
shelf. The other red, yellow and blue are kept on the
mat. Adult places a pointer at random and child
through chromatic memory finds the corresponding
tablet. Then the child can place the pointer by himself
and completes pairing. Both the adult and child
checks.

Name of the activity Name Lesson

Material Display The tray having 2 pair of colour tablets. The colour
box 1 containing the tablets kept on the Sensorial
shelf and the mat kept in the environment.
Nature of activity Individual
Age After 3 years
Presentation Work cycle maintained. Adult brings in the pairs of 2
colour tablets on a tray and keeps it next to the adult.
The adult first brings out the red tablet and puts away
the tray so that the child cannot see the tray. When
giving the name lesson to the child, adult must
pronounce the word clearly, loudly and distinctly so

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 that the child can say the word properly.
First Period:
 Adult points to the object, gives a name and asks
the child to repeat the word clearly and distinctly.
 Adult repeats the word till the child says the word
properly and distinctly.
 Then another colour is taken out and in the same
manner the name is introduced to the child.
 Adult allows necessary time to lapse and after a
few moments the second period starts.
Second Period:
 Adult is not pointing at the object nor looking at it
, but gives the child several instructions like „give me
red‟, „hide blue‟, „keep red in front of you‟ etc.
 During the session the adult brings in the pair of
each of the colour. And repeats the same.
 The second period is long and must enable the
child to recognize the object as the name is given to
the child.
 At the end of the second period the tablets are
matched and put together in front on the mat.
Third Period:
 This period adult verifies the child‟s
understanding.
 Adult pointing to the object asks the child “what is
this?”
 Here the child will remember the name and says it
clearly and properly.

Name of the activity NOISE BOX ----- PAIRING

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Material Display There are two wooden boxes containing 6 cylinders
each. The cylinders are filled with different objects so
that when shaken they give different sound. In one
box there are 6 cylinders with red lid and yellow body
and in the other box there are 6 cylinders with blue
lids and yellow body. One box has the pair of the
other box. The Noise boxes are kept in the Sensorial
shelf. The mat kept in the environment.
Nature of activity Individual
Age 3yrs to 3 ½ yrs.
Presentation  Work cycle to be maintained.
 Adult invites the child and shows where the
material is kept.
 Adult will bring the box and place it on the mat.
 Adult will take out the cylinders in ABBA manner.
Where A is the loudest cylinder and B is the softest
cylinder.
 Adult keeps them in a mixed pool on the mat.
 Adult gives the child instruction that only the
yellow part should be touched.
 Adult isolates any cylinder and compares and pairs
them.
 After pairing adult will check and asks the child to
repeat the activity.
 Adult will keep the cylinders in a mixed pool and
the child will do the activity.
 The adult will say that there are more sounds
which we will do the next day.
Point of Interest  Holding the cylinders in a particular way.
 Giving instruction that only the yellow portion to

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 be touched.
 Taking it out in AB BA manner.
 Controlled wrist movement and continuous
movement.
 Isolating any cylinder comparing and pairing it with
the other.
Control of Errors Lies in the auditory sense and in the material that is
there is indication marks at the bottom of every
cylinder of one box to the cylinders of the other box.
Direct Aims Child pairs sounds with awareness of auditory sense
Indirect Aims  Child gets practice in discriminating in different
sound and helps the child to concentrate on various
other sounds.
 Develops auditory perception.
 Language development.
 Indirect preparation for writing because of
controlled wrist movement.
 If the child has any hearing defect it can be
detected through this activity.
Exercise When the child becomes mechanical in Noise Box
pairing adult introduces some exercises.
Exercise:
 Memory exercise 1 is applicable.
 Adult places the cylinders of one box on a tray and
keeps the cylinders of the other box in seriation on
the mat.
 Adult places a pointer at random and asks the child
to find the pair.
 Child isolates, compares and pairs through auditory
senses.

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  Child can place the pointer by himself and
complete the activity.
 Both adult and child checks.

Name of the activity TOUCH BOARD.

Material Display  A wooden box containing 4 Touch Boards.
 Presentation is given with the first board which has
two textures namely smooth and rough.
 The smooth texture has a laminated top and the
rough texture has a sandpaper top.
 These are pasted on a wooden board.
 Touch boards are brought on a tray.
 A small low table, a mat, a blindfold and a bowl
with tepid water.
Touch Board box is kept on the Sensorial Shelf. The
small low tables, mat blindfold and a bowl kept in the
environment
Nature of activity Individual
Age 3yrs to 3 ½ yrs.
Presentation  Work cycle maintained.
 Adult will invite the child and show where the
material is kept.
 Adult will bring the first Touch Board on a tray and
places it on the mat.
 Adult will ask the child to dip finger in the tepid
water.
 Adult will place the Touch Board on the small low
tables.
 Adult closes eyes and with two fingers traces the

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 smooth surface first and says “smooth” and then
traces the rough surface and say “rough”.
 Adult repeats again. Invites the child to do the
same.
 Child closes eyes and adult asks the child to repeat
saying smooth and rough.
 In the second period the adult asks the child to
trace and say which is smooth and which is rough.
 In the third period adult guides the child‟s hand to
any of the surface and tells the child to trace the
surface and say the kind of surface it is.
Then adult will connect it to reality. Adult may ask
the child to anything rough in the environment or
smooth in the environment.
 Work cycle completed.
Point of Interest  Fingers to dip in tepid water.
 Instruction to trace lightly
 Using 2 fingers to trace from top to bottom.
 Tracing one surface at a time.
Control of Errors Lies in visual impression and also lies in the tactile
impression for smooth and rough surface. Lies in the
material.
Direct Aims Helps the child to trace 2 different textures with
awareness for tactile sense.
Indirect Aims  Understanding different textures in the
environment (rough and smooth)
 Improves coordination.
 Preparation for writing.
 Language development.
When the child is thorough with Touch Board 1 then

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 the other boards are introduced.

Name of the activity GEOMETRY PRESENTATION TRAY.

Material Display On the wooden frame are kept 3 basic figures, namely
triangle, square and circle. The figures are blue in
colour and the frame is yellow in colour. Interior of
the frame is blue. For every figure there is an empty
space left immediately above or below the figure. The
dark blue interior is surrounded by a raised border
about 1/8th inch height and 3/4th inch wide. On this
there is a hinged frame made up of wooden strips
about 1/4th inch thick crossed in such a way so as to
fit exactly over the other below it dividing the latter
into 6 equal squares by 1 cross and 2 longitudinal
strips. This open cover swings on a small hinge and
fastened in front with a small pin. 6 individual frames
4 inch square and 1/4th inch thick thus fit exactly on
the blue background in yellow colour and are held
securely in place by the lattice work close over them.
The open cover holds the square firmly in place. A
mat. A bowl of tepid water.
Material Display: The presentation tray is kept on top
of the Geometric cabinet in the Geometrical section
of the Sensorial shelf. The mat and the bowl kept in
the environment.
Nature of activity Individual
Age 3yrs to 3 ½ yrs.
Presentation  Work cycle maintained.
 Adult invites the child and shows where the
material is kept.

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  Adult brings in the tray and places it on the mat in
front.
 Both adult and child dip fingers in tepid water.
 Adult gives instruction to the child “trace lightly
and stop at the starting point and do not lift fingers
while tracing.
 The triangle is removed first with the left hand
using the writing fingers. The figure is traced with 2
fingers in a clockwise direction.
 After tracing the figure it is placed below in the
empty space.
Point of Interest 1. Holding the knob firmly with the left hand using the
writing finger.
2. Tracing the figure lightly.
3. Trace with two fingers.
4. Stop where started from.
5. Not to take away the hand in the middle of the
tracing.
6. To follow the directionality.
Control of Errors Lies in the material that is the frame. Otherwise it
will reject the wrong figure and in visual inspection
Direct Aims 1. This activity introduces the child to the wide
world of geometry.
2. The child is introduced to 3 basic figures that ate
triangle, square and circle at Sensorial level
through tactile sense.
Indirect Aims 1. Indirect preparation for writing.
2. Coordination of movements.
3. Understanding different shapes.

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