Sensorial Education

"It is through our senses that we take in information and build our knowledge of the world and how it works.  It is how we make sense of the world.  [In Creative Development in the Child,] Montessori writes, 'What we call education of the senses is in reality an aid to the construction of the intelligence… The structure of activity in sensorial supports cognition and general development.  Through matching, children observe exact sameness, and through grading, children explore the relationships between and among various objects as they build an understanding that nothing is absolute and everything depends on the context: This tile may feel rough, but it is smoother than this one.  Through the sensorial activity of grading, the children explore the details through their relationship with one another.  As perceptions become more refined, the quality of information she is able to take in also becomes more refined, and she is increasingly able to make more reasoned judgements and comparisons" (Andrews, 2015, p.44-45).

Andrews, Sarah Werner. (2015).  The social relevance of Montessori in the first plane.  The NAMTA journal, 40(2), 31-61.

Concentric Hearts

Thanks to my classroom assistant who thought of this clever activity, we have been enjoying a Valentine cutting lesson while learning new vocabulary about concentric shapes.  It has also inspired me to dust off our Superimposed Geometric Figures lesson and present it to our students!  You can read more about that lesson on the post (from long ago!) HERE.

The activity set up at a table:  Colored paper; scissors, glue, pencil; set of heart-shaped cookie cutters.
The child chooses three colors and traces around each of the hearts.  Then they cut on the lines and glue their hearts making "concentric hearts."   

Concentric Hearts to give as a Valentine or to use as a decoration.

Attributes

As part of the process of preparing the environment for our incoming class in just a few short weeks, I wanted to be sure  the Pre-Reading and Pre-Writing activities on the Language shelves provide inviting, meaningful lessons.  While these shelves in our classroom offer various vocabulary development cards, matching activities, and lessons preparing the child for reading and writing, I wanted to offer a couple of different, new options.  One such activity includes these attribute strips which were obtained HERE.  Activities with varying attributes allow young learners to develop critical thinking skills, enhance the ability to find patterns, and develop vocabulary while finding similarities and differences.  While this lesson this lesson could have also been in the Math area of the classroom, I chose to place it in Language as the cards are also appropriate for language development.

A sample Attribute Set.
The strips were printed in a smaller format than provided on the download - I thought they would fit better on our shelves in the classroom and take up less space.  Small counters are placed on the one that is different and a control of error is provided on the back (a small dot behind the correct one).  It could also be beneficial to provide small clips instead of counters which is something I may change later for a variation.

While You Were Out:

It has been quite an adjustment for me to be away from my classroom for such a long period of time.  Of course, I am grateful for the opportunities and experiences we have been afforded during my family's stay in St. Petersburg, but how I've missed the daily interactions and happenings in the classroom!  Thanks to the wonderful teachers at my school, I have been able to stay in close contact and know that progress continues being made in great strides during my absence.  Here are just a few photos of current activity in the classroom:

An engaging math extension activity - counting elephants to go along with an Asia theme.

Carefully constructing and walking the maze with the Red Rods.

The 45 Layout.  I am so, so excited to see this out!

Practice skip counting with the Square Chain of 9.

Writing practice. 

Naming the Geometric Solids.

Matching the Geometric Cabinet shapes to their cards.

Kanji writing.

Squeezing orange juice.

Lots of flag work.

Constructing the layers of the Trinomial Cube.

Animals of the World and World Map.

Pouring with a syrup server.

Dry Transfer shelves.  The color yellow corresponds not only with number four in our Short Bead Stair theme, but also with the continent of Asia.

Practical Life:  Wet Transfer activities.

Just looking at the pictures makes me miss my classroom even more!  I am forever grateful that I have such dedicated staff to give their care attention to our students during my time away.  Thank you, and I miss you all!  

Tropical Fruit Taste Test

With our ongoing studies of South America, I thought it would be the perfect time to set up a taste testing activity with rainforest fruits.  Such a simple activity has certainly generated lots of excitement and chatter in our classroom!

The children came to the table and tasted one of each kind of fruit.  After tasting each kind, they wrote their name on the corresponding color sticky note...

…and placed it on this chart.
There were a few friends absent on the day we did this,  so I haven't taken a photos of the completed chart..  Results to be determined! 

We might have to complete another taste test with more exotic fruits - I wanted to use familiar fruits this first time around to highlight the fact that some "common" foods actually come from exotic places and get them thinking about where their food comes from.

Another teacher brought in this wonderful informational cookbook that has added another a point of  interest to our taste testing.  The photos are stunning and the book not only  includes information about each fruit, but also explains the land and surrounding areas from which they come.  

Shades of Yellow

Our class has been enjoying learning about Asia during the past couple of weeks.  The children have been intrigued by some of the new lessons on Practical Life and Art shelves as they have a unifying theme of color.  Many of the items on the shelves are yellow to correspond with Asia on the Montessori maps and globes.  To that end, I thought it would be interesting for the children to create their own collages with a theme of yellow.  Also, the Montessori guide in me saw this an opportunity to bring an awareness of varying shades of colors my students!

Materials altogether on the shelf:  (back) Black paper, yellow paint sample strips; scissors, pencil, gluestick; basket of yellow Color Tablets from the Third Color Tablet Box.

I showed the children at circle time the variation of color using the Color Tablets from the Third Box of Color Tablets and compared them to the colors of the paint sample strip.

The child brings the tray, mat, and papers to a workspace...

cuts on the lines between the shades of colors, and glues them onto the black paper...

Such interesting combinations...  And the children have been noticing varying shades of other colors, too!  

Progressive Exercises

Can you imagine the response of a parent when a Montessori teacher enthusiastically shares, "Today, your child completed the the Stereognostic Progressive Exercise!"  "The what?!" a parent most likely thinks.  In an effort to quell this uncertainty, here is a brief explanation of this wonderful Sensorial lesson.

The Progressive Exercise is a unique lesson in the Sensorial area of the Montessori classroom which heightens awareness of the child's sense of touch.  This lessons aids the child's development of the haptic, or "blind man's" sense.  The student is invited to feel with his fingertips one of four different objects in pairs and sort each one into sections of a tray or small dishes.  Then, he closes his eyes or covers them with a blindfold and proceeds to feel the remaining items from the pairs, one at time.  After one object is felt, the child compares it to the others and pairs the items by touch alone.

Montessori teachers are forever thinking of ways to vary lessons and materials without losing sight of the lesson's intended purpose.  The Progressive Exercise is a fun way to include seasonal or thematic items and integrate classroom curriculum areas.  For example, shells would be ideal items to use in this lesson if the class is studying oceans.  Other objects can include beads, different types of uncooked pasta, buttons, seeds, etc.  I enjoy putting together different items for this lesson and change them periodically - the kids also look forward to these variations!  This month, I placed different types of flowers (beads and buttons) to go along with a Spring theme:

This is the lesson as it appears on the shelf.  All of the items are in one, central dish.

One item from each pair is slowly felt.  During the initial presentation, the teacher demonstrates how to hold the object in one hand and feel it with the fingertips of the other hand.  This is completed as slowly as possible, emphasizing how to feel the differences of each object.

Here, one object from each pair has been felt and placed into a dish.  Now, the student closes their eyes (or, as is the case in my classroom, puts on the ever-popular blindfold!) and takes one item from the central dish.  They feel it in their hand and then feel for the matching one in one of the dishes.  When a match is made, the child puts both objects together in the same dish, all while using only the sense of touch.

Lesson completed.

Such a simple lesson, yet full of critical opportunities for the child!  I often wonder where else, other than a Montessori classroom, can a child practice and refine their sense of touch with such care and enthusiasm?!  For me, it is one of the " One Thousand Reasons to Love Montessori!"

An Education for the Senses: Part Two

Read the first part of this topic in the post HERE.

Five direct purposes of sensorial education:

• Provides the child the necessary tools to enhance the child’s natural tendency to explore their environment.

The child is a ‘natural sensory explorer’ and has been such since birth.  An education for the senses allows the child to understand all that surrounds him from the colors he sees to the items he touches and feels.  The child becomes more aware of the details not only of his own senses, but also those who surround him.  He is better able to articulate his own experiences.

• Allows the child to distinguish between similarities and differences.

The child is allowed to practice and refine the necessary senses and formulate his own thoughts regarding concepts that are similar and ones that are different.

• Develops skills in identifying sequential patterning.

Intrinsic in the Montessori Sensorial materials is a sequential order of patterns.  This may include the sizes of the Pink Tower Cubes going from largest to smallest.  Likewise, patterns can be seen not only in the individual pieces of material themselves, but also through the sequence of lessons.  For example, the lessons of the Color Tablets build upon each other, creating a pattern of use within the apparatus.

• Allows for the child to acquire information about their environment.

The children are given the necessary means by which they are better able to understand their world.  He is given the language to describe these elements and is therefore better able to contribute to the social world.

Five Indirect purposes of sensorial education:

• Preparation for writing.

The Montessori Sensorial materials allow the child to develop the muscles used in writing through the use of the pincer grasp with the apparatus.  The Knobbed Cylinders or the tracing of shapes in the Geometry and Botany cabinets provide a few examples of this indirect aim.

• Increased vocabulary.

The child is exposed to the precise language of the materials which builds his knowledge of words.

• Enhances the child’s social skills.

Due to the fact that the child’s vocabulary and knowledge increases, he is better able to contribute socially.  He is able to articulate his impressions and share them with others.

• Increased attention span.

As the child progresses through the exercises, he is allowed to practice and enhance his concentration and abilities to pay attention to his own actions and learning.

• Prepares the child’s ‘Mathematical Mind.”

The Sensorial materials are organized with a base of ten.  For example, the Pink Tower and Broad Stairs are each comprised of ten cubes and prisms respectively.  Likewise, there are ten of each of the Knobbed and Knobless Cylinders.  This indirectly prepares the child’s mind for mathematical concepts.

An Education for the Senses: Part One

Maria Montessori believed there is a sensitive period for developing the senses.  Although the senses are an integral part of our lives, children during the early years, have the greatest potential to develop and refine them.  It is precisely this idea that demonstrates the purpose of Sensorial materials in the Montessori classroom.  The Sensorial materials are powerful tools, which allow a child to become aware of his unconscious impressions and bring those impressions in to conscious awareness.  Additionally, they enable the child to create a basis of order in his mind allowing for intelligent exploration of his environment. 

Montessori was influenced by the sensorial equipment designs of Itard and Seguin who used these materials while working with disabled children.  It was Montessori, however, who developed her own pedagogy to incorporate the materials to enhance the development of all children.  Use of the Sensorial materials aids children in developing and refining each of the senses.  Consequently, a better understanding of the world arises as the child is able to describe and articulate all that he observes.  Furthermore, the sensorial experiences create for the child an acute awareness of the beauty that surrounds him.

Color Tablets:  Third Box

The sensorial exercises designed by Montessori focus on each quality that can be perceived by the senses including size, shape, texture, scent, loudness, softness, matching, sorting, weight, taste, and temperature.  Furthermore, all of the senses are represented in the materials: The visual sensorial exercises enable the child to distinguish between similar and differing objects. These visual exercises can be divided into three categories including size, form and chromatic, or color.  Work competed with the Pink Tower or Brown Stairs enable the child to refine his skills in perfecting detection of size.  Exercises which enhance visual aspects of varying form would include work with the Geometric Solids.  The Color Tablets are a source for the child to perfect his visual skills regarding color.  The tactile sense is also represented in the Montessori Sensorial apparatus.  Work with the Fabrics lesson, Touch Boards and Touch Tablets enable the child to enhance, refine, and achieve sensorial awareness of touch.  Through work with the Baric Tablets, a child is promoting development of his baric sense and differentiating weights.  Likewise, the thermic sense is allowed to be exercised with the use of the Thermic Bottles and Tablets.  The olfactory and gustatory senses are also represented in the Montessori sensorial materials through the Smelling Jars, and Taste Bottles.  Additionally, an integral part of sense training in the Montessori setting is the development of the stereognostic/haptic sense.  Exercises with the Mystery Bag or Geometric Solids enhance and refine this unique sense.  All of the senses are represented in the Montessori Sensorial lessons.  Ultimately, they “guide the child to logical thought and [further] discovery,” of their surrounding world.

Pink Tower and Brown Stair extension.

An important factor of the Sensorial equipment is that they are scientifically designed.  Unlike Practical Life materials where the child has a frame of reference from the home, Sensorial materials are not familiar to the child.  This aids in maintaining an open mind about what the materials will teach. The purpose of the equipment is to focus the mind on one particular abstraction from the environment.  This distinguishing factor of Sensorial materials is called ‘Isolation of a Property.’  The color tablets provide an example of this factor by keeping size, weight, shape, and texture identical, providing the element of color as the isolated property.  Throughout the materials, the isolated property is non-adaptable, that is, the isolated concept is universal and can be used in any country or culture in the world.

Control of Error is also built into the exercises.  The student can see for himself when the material goes together correctly.  Likewise, he can see if a mistake has been made, analyze the problem, and solve it.  Interruption from the teacher or other adults is not required, in turn, building a higher sense of self-esteem and self-discipline within the student. 

Sensorial work is usually presented to an individual student or small group.  As the teacher, we must always assess the needs of the student and progress at the appropriate level and pace.  Participation during the presentation is encouraged should the student/s show interest.  Also, giving the child freedom to repeat an activity for as long as he wishes is an important factor in the learning process.  Presentations consist of two parts.  First, the child is shown how to handle the materials.  Secondly, the purpose or goal of the material is shown through the activity itself.  After the presentation, the teacher observes the child as he works with the materials.  Through careful observation, the teacher will note any mistakes and attempt to interpret them without intent for correction.  Most often, through the control of error, a child will discover their own mistake and adult intervention is not necessary. The teacher can always represent a lesson if she feels it is appropriate.

The Three Period Lesson is a vital tool developed by Montessori, who borrowed from Seguin, as an effective learning procedure for a student.  It is provided only after the student has had experience and is comfortable handling the material.   In the First Period, the teacher provides the terminology or answer.  The Second Period is the recognition stage where the teacher asks the child to show the answer.  Confirmation of knowledge is demonstrated in the Third Period and the child provides an answer on their own.  The Three Period Name Lesson is used not only with Sensorial materials, but in other areas of study as well. 

As a child’s senses are refined through use of the Sensorial materials, they are ultimately creating a better understanding of the world around them.  They become aware of beauty and aesthetics, better able to articulate and analyze information, and more prepared for intellectual activities.  A sense of pride and accomplishment develop as a child finishes his tasks and makes his own discoveries.  As teachers, we have a duty to provide children with a rich environment from which they can naturally develop into unique individuals with an appreciation and understanding of their world.

The Bells



Nienhuis Montessori Bells

There is a special place in my heart for the Montessori Bells. Perhaps the Slavic side of me is naturally drawn to the melodious tones of bells as they have always been a part of my Russian heritage. Such prominence in Russian literature and culture have inevitably left an impression on me. Anytime I hear bells, I'm immediately drawn back to many childhood memories including a semester in St. Petersburg, walking down Nevsky Prospect with church bells ringing every step of the way... In any case, I've always held such high regard for this treasured Montessori material.

For those of you new to Montessori or who might not know much about the Bells, they are a unique piece of material which "provide a sensorial means for children to increase the acuity of their auditory perceptions," as described by Jean K. Miller in her handbook, Montessori Music. The materials also consists of two 'keyboards,' a pair of black and white boards with green at the top of each. The keyboard allows for distinct placement of the bells which gives a visual impression of the major scale. This in turn, enables a child to naturally absorb the spacing of the bells as a pattern which coordinates with the scale. Further work with additional materials provide experiences in musical notation and for the child to read and write music.

Unfortunately, this Montessori apparatus is typically missing from Primary Classrooms. While I have no doubt that most Montessori teachers value the Bells and would welcome the chance to utilize them in their classrooms, the cost of a full set including the specialized stand is usually prohibitive. Such is the case for me!  Inspiration abound, however, when I read THIS POST about DIY Montessori Bells. The author of the post is a trained musician, so I completely trust what she has to say not only about the materials and how to go about making them, but also the theory behind the lessons using the DIY Bells set.

Thanks to a thoughtful donation of two sets of Schylling Musical Hand Bells from my mother (Thanks, Mom!), and a heaping dose of inspiration from the above mentioned post, I got to work making my own Montessori Bells set.  I will let it be known here, that spray paint and I are not quite ready to be friends! Somehow, I always end up with more on my hands and surrounding items than what I'm actually trying to spray... ;) In any case, I remain amazed at what a little cardboard, masking tape, and acrylic paint (which is what I used to paint the keyboards) can accomplish!



Two sets of matching bells on my homemade keyboard.

Once all my bells were painted and the keyboard finished, I had to think a lot about the placement of this material in my classroom. To give a clear picture, let's just say I was running out of 'real estate' in the classroom to house this set. I also wanted to be sure that the location in the classroom was in keeping with both the sensorial aspect of the material as well as the natural musical element. Really, there was only one space where this could work and it was at the front of the circle time rug, next to our calender and under the morning message. This location is ideal not only because it is now part of the Sensorial shelves of the classroom, but also it lends itself easily to group movement and music activities at circle time.

A view from above.  For those familiar with the Bells, you will notice I have not included the black bells.  Depending on interest and progress with this material in my classroom, I may add them later.

Now, for the actual shelving... This was a little bit of a challenge because as mentioned earlier, there is a shortage of space. Also, as it relates to the placement in the classroom, I didn't want heavy looking, furniture-type shelving because I was afraid it would create an imbalance in the classroom. The height of the unit was also important to me in choosing the shelving because I want the children to be able to stand comfortably at the bells. In the end, I chose a couple of wire, three-tiered storage units of which I used only the bottom halves. A strategically placed piece of sturdy cardboard extended the middle to give a few extra inches in length. Lastly, to cover the wires and cardboard and to give a more finished look, I covered the top with a decorative table runner. My homemade keyboards and bells were then placed on top, creating a suitable space for the children to use the bells.

The Bells on their new "stand."  I placed our Melody Harp and CD player underneath as those items were in this area prior to the Bells.  The small basket to the right of the CD player holds a set of headphones which the children use to listen to music. 

During this entire process, I have thought a lot about these bells and how I will present them in my classroom. I'll be honest and say that the Montessori purist in me is struggling a little bit! That is simply because I strive to provide my students the most authentic Montessori experience and I fully understand that the Bells, the way Montessori intended them, have direct aims in not only music, but in movement as well. This version of the Bells might not necessarily adhere to every aspect the way Montessori intended, but I do think it allows a meaningful way for children to develop their auditory senses and explore music. In an attempt to remain true to the lessons with the Bells, I plan to provide a mallet and damper to use in the presentations (which you can see in the picture above at far right, next to the Bells). Certain modifications will obviously need to be made, but I plan to present lessons in handling and striking the bells - just as if a 'real set' of Montessori Bells were in use. In the end, I decided not to deny my students opportunities to work with an interesting set of materials simply because it's, "not the real thing." I keep telling myself that perhaps one day I'll be fortunate enough to purchase a "real" set, and for now, this will do just fine!

A felt-lined tray at the far right of the Bells holds a mallet (this one is temporary, until a soft mallet on order arrives...) and a damper.  I made this 'damper' by simply sticking a furniture slider at the top of a large Popsicle stick.

Wish me luck in this latest endeavor in the classroom - I sincerely hope my efforts in making this material will be worthwhile....  (That's the Montessori purist talking...!)  :)

Montessori Monday Link-Up

Materialized Abstractions and the Red Rods

Montessori Print Shop Blog recently posted an informational piece regarding the concept of Materialized Abstractions in the Montessori setting.  The author gives insight into the idea of an abstraction which becomes materialized while clearly illustrating the lesson of the Red Rods. If you are a parent of one of my students, I highly recommend reading more about it as some children in our class are already, or will be, working with this material!  Click on the image below to learn more about this Montessori concept and how it specifically relates to the Red Rods.


Red Rods



It's More Than Just a Pink Tower...

The Pink Tower is an essential piece of Montessori material in a Primary Classroom.  I would like to share with you an informative video which details the critical significance of this apparatus which is part of the Sensorial sequence in the classroom. 

I have been presenting this material to many of the newest members of the classroom during these initial days of school.  Many of the children who were part of the class last year are exploring the material in other ways, as described in the video.  The last part of this post from last year showcases some extension work and variations with the Pink Tower and Brown Stair - another Sensorial apparatus.

As a Montessori educator, it brings me much joy to see the Pink Tower in active use each day!  What a pleasure it is to watch as an eager three year old purposefully unroll a mat, carefully place each cube onto it, thoughtfully construct a tower, and admire his work...  It may appear to be a simple tower of pink cubes, but as you now know, it is so much more!

A Simple Sound Lesson

The idea for this lesson came to me one day after realizing that my students could benefit from more practice fine tuning their listening skills.  Initially, the thought occurred to me to simply introduce the Sound Boxes to more children or play the Silence Game more often with the entire class.  Given that the school year begins in September with many new members of the class however, I thought it would be the ideal time to put together a very simple sound activity.  Not only does this lesson promote auditory awareness, but also prepares the child for future work with the Sensorial and Science materials.


Inside a wooden caddy:  rolled piece of black felt held together with a napkin ring; Sound/No Sound labels; six small boxes - three are empty and three are filled with beads.



A closer look at the labels.  I made them in Word using clip-art and simply used a red marker for the 'X' - critical for the success of pre-readers using the material.

To do the work, the child unrolls the felt and places the labels at the top.  Then, one by one, he picks up a box, shakes it, and listens for any sound, and places the box under the corresponding label.


Lesson completed.

I feel this lesson emphasizes an important skill needed before working with Sound Boxes or attempting the Silence Game.  Additionally, it prepares my students with the organization and use of materials specifically in our Science area - subsequent work with Living/Non-Living; Magnetic/Non-Magnetic, etc. are presented and utilized in the same manner.  Following Montessori's idea of isolation of concept, identical boxes were used for those making sound and those that did not.  In this manner, the child uses only his hearing in determining sound (rather than by sight if the boxes were marked).  Furthermore, the boxes that make sound are identical in their sound, enhancing the isolated concept of determining sound or not.  Sound matching and grading will follow later with the Sound Boxes... For control of error, I placed colored dots on the bottoms of the boxes. 

Such a simple lesson, yet provides so much for the youngest, newest members of the class!

Toddler Games

In all my "craftiness" during the summer months, I couldn't help but make some fun toddler activities.  An impromptu jaunt to the craft store proved to be all the inspiration that was needed...  It served as a reminder about the endless possibilities which can come from simple wood pieces and some paint!  Here is what I made for Little Miss:

Disclaimer:  I am not really a crafter - I just like to make things.  I do not consider myself in any way shape or form a professional crafter.  I know there are many crafters who do this type of thing for a living and have gorgeous goods (think: Etsy...) I am not one of those talented people! ;-)

A simple shape matching exercise using wooden discs and shapes:

And her new favorite - A color matching game with "little friends."  Originally, I was just going to paint the pegs all one color, but I found it irresistible to paint tiny faces... They are not perfect by any means, but this activity has certainly generated many moments of pure joy!  The following video shows her playing with this new game.  She astounded me with her focus and concentration while discovering new ways to use them...  While I'm not a trained Infant/Toddler teacher, from a Montessori observational standpoint, this video is quite revealing: