Tag Archives: sensorial development

Making Sense of the Sensorial Area in the Prepared Environment

by Imelda McShane, Early Childhood Head Teacher
and Doreen Adamo, Early Childhood Head Teacher

“There is the obvious value of the training and the refinement of the senses which,
by widening the field of perception, furnish an ever more solid and richer basis to the development of the intelligence. It is through contact with and exploration of the environment that the intelligence builds up its store of operational ideas.”
~ Dr. Maria Montessori

The Montessori Methodology emphasizes that Sensorial education is a fundamental part of a child’s development. By engaging with Sensorial materials, children are provided with experiences that help them understand and internalize the world around them in a concrete way. The essence of Sensorial education lies in its ability to refine the senses, leading to heightened perceptual skills and cognitive development.

Children live in a world of senses where they need to classify and express the impressions they have already received. Sensorial education in the Montessori classroom aims to develop and refine the five senses – tactile, visual, auditory, olfactory, and gustatory. Montessori Sensorial materials help children make judgements and comparisons based on isolated individual characteristics, such as size, shape, weight, texture, color, sound, and temperature. By providing a Prepared Environment where children can explore and manipulate these materials, The Montessori Children’s Academy allows its students to clarify, classify, and develop a keen awareness of their surroundings to better comprehend their world. The materials help children relate new information to what they already know. They find a sense of order in these materials.  With order comes knowledge. This is crucial as it lays the foundation for complex thought processes and problem-solving skills.

Along with enabling children to clarify and internalize such concepts as size, shape, weight, texture, color, sound, and temperature, the Sensorial materials also provide a basis for the development of other skills, such as Music, Culture (awareness of classification), and Language (sound discrimination, visual perception, and eye-hand coordination). When children trace the Sandpaper Globe, they are taking in knowledge that will later be used when tracing the Sandpaper Letters. Later, the muscles of their hands will remember the tracing motion as they write their letters. Also, when children are given the opportunity to manipulate and internalize the Sensorial materials, they are then able to reach a level of abstraction needed for the study of mathematics.

Dr. Maria Montessori emphasized that “the training of the senses makes people observers”. The tactile and hands-on nature of the Sensorial materials make them accessible to children with varying abilities. This inclusivity ensures that all children, regardless of their development, can benefit from Sensorial education. Montessori Sensorial materials are designed to be self-correcting, allowing children to independently discover and learn from their experiences, fostering a sense of autonomy and confidence.

Color Box 3

The child’s first exercise with color is Color Box 1, which contains six tablets – two red, two blue and two yellow. The child pairs the tablets and learns the corresponding color names. Gradually, in Color Box 2, more pairs of colors are added. Ultimately, the child will be able to name and match eleven different pairs.

During the next step, Color Box 3, the child will grade the colors by using seven different shades of nine different colors. The shades of each color are graded from very light to very dark. To carry out this work, the child must differentiate the intensity of the shades and place the tablets in order from the lightest to the darkest shade of each color. [See photo above.] Teaching children to be aware of the fine differences in color aids them in future work involving visual discrimination, such as reading, art, scientific research, and so on.

Binomial Cube

The Binomial Cube helps develop the child’s perception of differences in proportion in three dimensions. This cube represent, in a concrete way, the binomial equation (a + b)3. The child removes the blocks in layers and once all of the blocks are removed, the cube can then be rebuilt, one layer at a time.

Geometric Cabinet

The Geometric Cabinet is a wooden cabinet of six drawers, each containing cutout geometric shapes. The child works with one drawer at a time, removing the shapes from the drawer. Once the pieces are removed, the child is shown how to trace the shape of the empty space and find the correct match by tracing the outside of the removed pieces. In the next step, the child will use the drawers to match cards with corresponding shapes.

Sound Matching

Sound Cylinders, as well as bells, are used for refining a child’s auditory sense. Sound Matching, such as identifying bells by sound, enables the child’s auditory sense to become heightened and more able to discern differences in sound when learning letter sounds, number names, vocabulary, etc.

Geometric Solids

The Geometric Solids are made of wood and painted blue. The solids are explored through both sight and touch. Work with this material helps develop the child’s awareness of the shapes and where these shapes occur in the environment.

Knobbed Cylinders

The Knobbed Cylinders consist of four wooden blocks containing ten cylinders each. The dimensions of the cylinders can vary in both diameter and height. After receiving a lesson with each block separately, the child may then work with blocks in combination, using two, three, or four blocks together. The child removes the cylinders from the block or blocks, placing them in random order, and then returns the cylinders to their correct places and the correct block(s).

Stereognostic Matching

The Stereognostic materials allow the child to recognize shapes through the movement of the muscles of the hand. By using two hands, the child is shown how to feel the objects, then separate and match them according to shape.

In summary, Sensorial education invokes the essence of being alive. The aim, purpose, and value of Montessori Sensorial education are intertwined with the goal of supporting the holistic development of young children. By refining their senses, children develop essential cognitive skills that serve as the foundation for lifelong learning.

“It is exactly in the repetition of the exercises that the education of the senses exists;
not that the child shall know colors, forms or qualities, 
but that he refines his senses through an exercise of attention, comparison and judgement.
~ Maria Montessori

More Than Blocks

By: Alex Chiu and Hannah Ferris

There is no question that Montessori materials are beautiful and intriguing.  However, there are often many questions asked about how these materials help children learn. Today, we’d like to give you a peek inside one of our Montessori classrooms with a close-up view of some of the most notable Montessori materials.

Maria Montessori, as a medical doctor, applied her knowledge of the developmental stages of the child to her educational method.  She understood above all that children learn by doing.  The materials that are used by our students today are specially designed to allow children to learn a lesson by engaging with them.  In fact, many of these materials are designed according to specifications left behind by Dr. Montessori.

In our mixed-age (3-6 years) classrooms, the materials first are presented by the teacher and then utilized by the students at different levels of difficulty according what is appropriate for each child.  The teacher introduces materials in a formal lesson where the teacher demonstrates how the materials are meant to be used.  The child will then conduct the lesson independently according to teacher’s (usually non-verbal) demonstration..  Materials are controlled for error and the use of physical objects allows abstract, complicated ideas to become accessible to young children.  As children become ready to learn more complex concepts, the same materials ‘grow’ with the children, offering new information to add to their understanding, moving from very concrete to more abstract learning.

This post will highlight one material from each of the five main areas of the prepared learning environment that MCA provides in its 3-6 classrooms.  It will serve as an introductory guide to the Montessori curriculum and to the science behind the materials that your children encounter daily.

Practical Life

The Practical Life area of the classroom contains activities that are designed to improve fine motor skills through daily functions like spooning, pouring, and hand washing.  Dr. Montessori believed that learning how to carry out daily functions fostered independence, coordination, concentration, and confidence even among her youngest students.  At MCA, the youngest members of our family begin their Montessori journeys in the Practical Life area.

Parents and visitors alike are always amazed to see our students engaged in Food Preparation, using real cooking utensils, inviting friends to eat snack with them, and then cleaning up when they are finished.  Child-sized tools welcome students to the Practical Life area and provide greater opportunity for success in completing the activities.  Parents are delighted when the confidence and skills gained in this area transfers to home life and children participate in cooking, setting the table, and cleaning up with their families.

Preparing Snacks

Recently, during our Montessori Education Week celebrations, our students demonstrated their Practical Life skills for parents and visitors.  Using the ‘flower arranging’ materials, they made lovely decorations with fresh flowers for their classrooms to mark the 109th anniversary of Montessori education.  This task required planning, measuring, careful handling of the flowers, and resulted in making our classrooms bright and cheery.  It was a popular Practical Life activity!

Sensorial

The Sensorial area of the classroom contains materials designed to develop sensory perception.  The most basic materials, designed for the youngest students in the classroom, may force the isolation of the senses.  For example, Color Tablets focus on the visual sense and Sound Boxes focus on the auditory sense.  As students grow and progress in this area, the activities become more complex and begin to prepare children for reading, writing, math, and logical thinking.

Pink Tower

The Pink Tower is perhaps the most famous Montessori material.  The Pink Tower is more than blocks; the ten cubes are classified in size from one centimeter cubed to ten centimeters cubed.  A child is able to visually and physically differentiate between large and small as he or she carries one cube at a time from the shelf to the workspace to construct the tower.  This pattern of movement forces the child to be aware of the surroundings, to control the body, and to concentrate on the task.  Over time, understanding of the ten size classifications of the cubes will help prepare the child’s mind for math.

Language

Although our classrooms have a specific Language area, language lessons are not restricted to just one part of the classroom.  Students practice their spoken language and vocabulary skills through conversation with their teachers and classmates, by singing songs, and when engaged in reading or listening to stories at circle times.  Like the Sensorial area, the materials in the Language area of the classroom gradually become more advanced, and the children’s language skills progress into independent reading and writing exercises.

Sandpaper Letters

Sandpaper Letters help with both verbal and written language skills.  Consonants (pink cards) and vowels (blue cards) are introduced to students by their sounds to teach recognition of the letter.  The focus is on the sound the letter makes rather than the name of the letter. This allows for greater ease and understanding when moving from sound identification to reading words and later, sentences and entire books.  After the sound of the letter is presented, students are instructed to trace the letters with their middle and index fingers – the fingers they will later use to hold a pencil.  Again, as we have seen with so many Montessori materials, this provides the foundation for future skills.  Sandpaper Letters may be used in a variety of other activities, like forming patterns and complementing sound games.  Students will move on to the Moveable Alphabet to make words and sentences once they have mastered recognition of letter sounds using the Sandpaper Letters.

Mathematics

Montessori math allows students to physically hold the materials they are counting.  This teaches them to recognize and distinguish between quantities of the numbers 1 through 10 and beyond.  Such a hands-on approach makes understanding abstract math concepts easier when the student is ready to forgo materials and do math in his or her head.  More complex math lessons for children ages 3-6 years include an introduction to the decimal system with the Golden Bead Material and forming large numbers with Number Cards.  Montessori students graduate Kindergarten with a very strong foundation of mathematical ideas.

Counting Hearts

Number Cards and Counters are used by children who are ready to demonstrate that they recognize the numbers and can relate quantity to numbers.  Our students often use seasonally-themed objects to count instead of beads or discs.  These Valentine hearts nicely complemented our February holiday celebration, which is part of the fifth and final area of the classroom: Culture.

Science and Culture

The area of the classroom dedicated to Science and Cultural studies encompasses many activities, including maps, flags, calendars, and holiday celebrations, as well as the study of plants and animals, changing seasons, simple machines, and how things work.

Through the study of geography and different cultures, tolerance, grace, and curiosity are fostered and contribute to the Montessori ideal of Peace Education.  At MCA, we are fortunate to have families and staff from various cultural backgrounds across all three of our campuses.  These members of our community truly complement the study of culture when they come into the classrooms and share traditions from their home countries.

Students use Puzzle Maps to gain understanding of both physical and political geography.  This promotes curiosity about different countries and demonstrates to the children that the world is a big place!

Map Puzzle

Science exploration often overlaps cultural studies as students learn about animals and climates in the regions of the world that they are studying.  Creating a relationship with nature by observing the changing seasons, collecting natural objects to study closely, and caring for plants and animals in the classroom also shows our students that there are connections to be made across all disciplines and in their lives both inside and outside of school.

In every 3-6 classroom at The Montessori Children’s Academy, you can distinguish between Practical Life, Sensorial, Math, Language, and Science and Culture areas.  When observing our students during a work cycle, you will likely see materials from each area being used diligently and appropriately.  Our teachers, who are skilled observers, determine when a child is ready to advance in a particular area to further sharpen his or her skills.  Such careful observation on the part of our teachers provides great insights into each student’s personality and learning style, and therefore allows MCA’s teachers to give each student individualized lessons that will lead to their success.  It is a very special environment indeed! The best way to learn more is to spend time in one of our classrooms.  Call us to schedule a visit:

Morristown

(973) 410-9669

Chatham

(973) 665-0071

Short Hills

(973) 258-1400

 

 

 

 

References for this post include:
Montessori Matters by Srs. Mary Ellen Carinato, Agnes Julia Cluxton, Anne McCarrick, Mary Motz, and Marguerite O’Connor (1973).
The Pink What? by Deede Stephenson.