The Characteristics of the Montessori materials for Sensorial Education. This information is taken from the Discovery of the Child, especially p.
Primaryby laurenAugust 21,One of the foundations of Dr. Such development can be observed from birth, wherein the newborn is quite suddenly plunged into a world of sensation. Over the following months and years, the child unconsciously absorbs sensorial impressions from the environment and integrates them into his developing personality.
In this way, Montessori materials are not merely educational materials; they are developmental materials. At birth, the typical infant has all the equipment he will ever need for receiving, recording, and associating sensory impressions.
All of these marvelous instruments are present in the infant so that he can gain crucial sensory information about his world.
Impressions are taken in unconsciously at first, received and stored until the conscious mind emerges. It is then that the child begins to discriminate, classify, order, and organize the information received by all his senses.
In doing so, he develops his intelligence and adapts to his environment. It is through the senses of touch, taste, sight, smell, and sound that the child studies the environment and makes sense of the qualities and place of the things within it.
Only by screening, evaluating, and eventually sorting our impressions can we move about in the environment with safety, confidence, and assurance. This crucial ability to group diverse impressions is called conceptualization. Montessori recognized these sensitivities and designed or borrowed materials for the sensorial area.
Thus, the materials in the prepared environment help the child to classify and clarify the many sensory impressions he has received and stored over the first years of life.
Each material clearly and concretely demonstrates abstract mathematical concepts, such as diameter, height, width, length, area, and volume.
Montessori was particular about the design of the sensorial materials. If the gradation is measured, the observation becomes methodical and scientific.
There is a mathematical component in the sensorial materials that can be seen through these measurable differences; the dimension materials cylinder blocks, pink tower, brown stairs, and red rods are all designed with precise mathematical measures that encourage a child to notice linear relationships, square relationships, and abstract ideas.
Montessori put an idea of something into a material by isolating a quality for example, largeness, smallness, roughness, smoothness, redness, blueness, shortness, smoothness. There is only one quality in a material, and each piece of scientifically and mathematically designed material allows the child to discover for herself the abstract concept the material is designed to convey.
For example, the red rods are the same in every way except in length. This results in the child focusing her mind on that quality alone. Once a child has made the abstraction, the Guide gives the child the language to attach to the experience; the child now has the understanding of the sensations and the words to name them.
Instead of teaching these concepts, we are organizing thoughts surrounding them so that the child can communicate ideas. It is at this point that the child can apply the knowledge to the outside world and use it beyond the prepared environment.The Sensorial materials were the first of the four types to be used by Montessori and arguably the most important, later the Exercises for Practical life were added as preparations for them and the Mathematics and Language materials further develop the abstract capacities developed by the sensorial materials.
Sensorial introduction is one of three basic types of lesson presentations in the IMS technology of Montessori teaching. It especially aims to link a child’s natural in-terest with some specific physical object or piece of work in the environment. Introduction to Sensorial Sensorial education is the education of the senses.
It is the heart of a montessori education. Nature has endowed us with ten senses. There is the visual sense, the sense of sight. The acoustic sense, the sense of hearing. The olfactory sense, the sense of smell. The gustatory sense, the sense of taste. Montessori Philosophy & Sensorial Introduction.
By Marnie Craycroft Filed Under: Montessori, Montessori , Philosophy Tagged With: Sensorial This . Introduction to Sensorial Sensorial education is the education of the senses.
It is the heart of a montessori education. Nature has endowed us with ten senses. There is the visual sense, the sense of sight. The acoustic sense, the sense of hearing. The olfactory sense, the sense of smell. The gustatory sense, the sense of taste. Montessori sensorial activities are those which refine the five senses – tactile, visual, auditory, olfactory, and gustatory senses.
Children are particularly receptive to developing their senses from ages , and it’s important to give children at those ages as many sensorial experiences as possible.