Stereognostic Sense

Stereognostic sense is the ability to perceive and understand the form and nature of objects by the sense of touch.

Stereognostic Sense: The stereognostic sense exercises enable the child to develop concepts by feeling objects and making recognition based on the feeling. The exercises include also movement of the hand and arm around the object, creating an impression of movement as added to the sense of touch, resulting in what is known as muscular memory. This is the knowledge derived from the recognition of the movements made. The Montessori materials and exercises used in the stereognostic sense are Geometric solids, Mystery bags, Sorting Trays, Puzzle maps, and Sandpaper Globe.

How to develop Stereognostic Sense: The development of the Stereognostic sense is an important part of the child’s work in the sensorial area. Just as important as any of the other of senses, the stereognostic sense allows the child to discriminate size and shape through the use of touch. The use of this sense allows the child to have a mental picture through the use of touch and movement. Once the child knows how to feel the object in the hand and is familiar with it, the objects are then used with the blindfold. In addition to using our sense of touch to determine texture and weight, our sense of touch can also provide information about size and shape.

Exercises for Stereognostic Sense: Below are few exercises that can be used to enhance this sense. The directress needs to do all these exercise in front of the child herself. The stereognostic activities are first done with eyes open and then by using blindfold. But try not to force children to use blindfold. By doing very simple but interesting exercises we can start developing strong stereognostic sense.

Mystery Bags:

Ø  A bag that has a drawstring to hide the contents.

Ø  Fill that bag with amazing contents such as tiny pebbles, glass marbles, soft feathers, wooden blocks, ribbon, spoons, key, small cars, etc. and anything else you find interesting.

Ø  Child look all these objects, feel them by touching via hands. Introduce names of each item.

Ø  Then closes his eyes or used blindfold, put his hand in the bag feel the object and named it and then takes it out from the bag.

Ø  Then open his eyes and sees what it is.

Sorting Trays:

Ø  A tray having four or more saucers.

Ø  Each saucer contains different kind of grains, seeds, beans, peas, rice, lentils etc. separately.

Ø  Another tray of same quantity of saucer but empty.

Ø  Child first checks all these things by their hands and feels them. And then put each item in the second tray’s saucer separately. Introduce names of each item.

Ø  Then child closes his eyes or used blindfold, again feel the items, named it, and then put it into the second tray.

Ø  Then open his eyes and sees how perfectly he done.

Ø  It can also be done by changing this exercise as by mixing all these items in one bowl and child needs to separate them in different saucers.

Puzzle Maps:

Ø  A puzzle map of Pakistan and a Globe.

Ø  Let’s take the puzzle map of Pakistan, where puzzles are divided in provinces.

Ø  Show the child a globe and the complete map of Pakistan. Show the child where is Pakistan in the Globe. After that put that globe aside.

Ø  Focus on puzzle.

Ø  Child point out the outline of each province and named the province.

Ø  Slowly and carefully put all pieces of puzzles one by one back into the puzzle.

Sandpaper Globe:

Ø  A world Globe with land areas covered with sandpaper and water are with blue paint.

Ø  Child holds the globe and calls its name.

Ø  Child point to the sandpaper area and says “This is land”, the point to blue area and say “This is water”.

Ø  Feel another area on the globe and repeat where land is and where water is.

These are great group and individual exercises that children can play anywhere.

Importance of Sensorial Exercises in Montessori

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.

Importance of Sensorial Exercises:

The importance and aim of Sensorial exercises are for the child to acquire 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 environment. The child 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.

Different Grouping in Senses:

Sensorial Exercises were planned to cover every quality that can be apparent 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:

1.      Visual Sense	2.      Tactile Sense	3.      Baric Sense	4.      Thermic Sense
5.      Auditory Sense	6.      Gustatory Sense	7.      Olfactory Sense	8.      Stereognostic Sense

Visual Sense: In this exercise child learns how to visually discriminate differences between similar objects and differing objects.

Tactile Sense: In this exercise 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 concentrate on what he is feeling, through a concentration of a small part of his body.

Baric Sense: In this exercise child learns to feel the difference of pressure or weight of different objects. This sense is sharp through the use of a blindfold or of closing your eyes

Thermic Sense: In this exercise child works to enhance his sense of temperature.

Auditory Sense: In this exercise child differentiate between different sounds. In doing these different exercises, the child will enhance and make him more sensitive to the sounds in his environment.

Olfactory Sense: In this exercise child is given a basic to his smelling sense. Although not all smells given to the child in these exercises, the child does work to differentiate one smell from another.

Gustatory Sense: In this exercise child is given a basic to his tasting sense. Although not all tastes are given to the child in these exercises, the child does work to differentiate one taste from another. He can then take these senses, and apply them to other tastes in his environment.

Stereognostic Sense: In this exercise 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”.

Need of Sensorial Exercises:

It is possible for children, to receive any number of sensory impressions and be none the richer. Sense impressions are not enough by themselves; the mind needs education and training to be able to discriminate and appreciate. Montessori materials help the child to distinguish, to categorize, and to relate new information to what he already knows. Dr. Montessori believed that this process is the beginning of conscious knowledge. It is brought about by the intelligence working in a concentrated way on the impressions given by the senses.

Sensorial materials are self-correcting to allow independent use, they foster muscular development which lays the foundation for writing skills, and they are produced to precise metric tolerances. Correct terminology (binomial cube, isosceles triangle) and mathematically exact relationships enrich the child's experience so that abstract concepts may attach to familiar reality.

Essential points while Exercises of Practical Life in Montessori System

Children are naturally interested in activities they have witnessed. It is therefore the directress’s task to demonstrate the correct way of doing these exercises in a way that allows the child to fully observe the movement.

The materials used in the EPL can be characterized as follows:

                    i.      Physical proportions: They must be the right size for the child to handle.

                  ii.      Psychically proportionate: Their function must be clear to the child.

                iii.      Attractive and good quality: Materials must be beautiful and attract the child.

                iv.      Clean and well maintained: The materials must be kept intact. Avoid too many material from which child can choose.

                  v.      Real not a toy: They must be real materials not toys.

                vi.      One for each exercise: Multiple sets of materials so that the children learn individually.

              vii.      Adaptable: Must be able to change from culture to culture and be comprised of the same objects the children would find in their home.

            viii.      Separation: Materials must be kept separate from other objects found in the environment.

                ix.      Non-Toxic Detergents: Detergents and cleaning solutions must be non-toxic or diluted in water.

Two ways to give EPL: The presentations for EPL can be collective or individual depending on the child’s needs and the nature of the activity. It can be direct or indirect. 

 

a)      Direct Presentation: Direct presentations are when we introduce an activity to the child. Analysis of movement is necessary when giving a presentation to help the child understand the movements necessary and the sequence of movements.

b)     Indirect Presentation: The indirect presentations are defined as when a child is watching the teacher make a presentation and paying attention to the lesson without the teacher being aware of it. This can be more important than the direct presentation, for the teacher is the biggest piece of Montessori material.

While presenting any EPL in front of a child teacher or elder should know these four basic principles:

1.            Choosing Activities: While choosing any activity all material is clean non-toxic. Teacher should first practice a lot before presenting it in front of a child.  The exercises taught must be done in the way the children see them done in their own homes.

2.            Setting Up: The practical life area must have a place for everything within reach of the children. For example, hooks to hang the brooms and apron, dust pan, mop, duster, and aprons should be within easy reach of the children.

·         The practical life area is best arranged near the sink, as water is needed for some of the activities.

·         In setting up a classroom, provision must be made to practice all types of housework the child sees done at home. Furniture of all types must be chosen with various surfaces. In this way, children can learn to clean some plain unvarnished wood, some polished, and some painted surfaces.

·         Things used in the class must include some made of brass and silver so that children can learn how to polish brass and silver. These materials should not be provided in the room only as exercises, but to serve other useful purposes as well.

·         Children need to learn to wash various types of fabrics. Aprons, dusters, dish towels, etc., should be chosen so different fabrics are represented like linen, denim, cotton, etc.

3.            Presenting Activities – Guidelines:

·         For all practical life activities, teacher and child should wear aprons and roll up their sleeves.

·          Child is shown how to work without making a mess. The child should stand a little away from a table or sink so as not to lean his stomach on a wet surface.

·         The child is also shown how to clean up after an exercise and is encouraged, but not forced, to do so.

·         A child is shown how to put material away, rinsing and drying where necessary, and how to hang up the apron. They are helped and encouraged to be orderly but never forced.

·         When giving any new lesson, teacher will point out the directions on the cleaning agent containers to the child. If written with red, she will tell the child that these are most important and should be read first.

·         Teacher practice each activity enough so that she feel very secure with the material. There is no right or wrong way to present. Some ways are simply better and more efficient.

·         Procedure:

i)           Give lessons in a relaxed, happy and gentle manner

ii)         Model courtesy, quiet and graceful movements, enthusiasm, zest for learning, a helping spirit, and a positive and pleasant attitude about work.

iii)       Keep the lessons short and simple. Follow a flexible sequence when introducing exercises.

iv)       Invite the child. Tell him what you are going to demonstrate.

v)         Take the child to the place where the material is stored.

vi)       Carry the material to the work area.

vii)     Demonstrate the activity.

viii)   Show the child where to return the material when the activity is completed.

4.            Evaluation: Observe children at work to determine when activities need to be simplified, when the environment needs to be modified, and what is currently catching the interest of your children.

a)      Remove activities that are no longer being used.

b)      Watch child used material appropriately and make a mental note.

c)      Don’t disturb the child while he is doing any activity, either doing wrong. Repeat lessons as needed at a neutral time.

d)      Appreciate the concentration, the mastery of any work.

Different groups of Exercises of Practical Life in Montessori System

Through Exercises of Practical Life (EPL) a child not only learns concentration, coordination, independence and order, but also how to interact with others and gain an understanding and appreciation of the environment. The child begins to build himself from within while learning to treat him and others with respect and dignity. These understandings ultimately prepare the child for entry into society and a lifetime of self-respect and self-worthiness. EPL Ultimately provides the foundation for success in all areas of life. The prepared environment is directly correlated to the child’s development. The classroom is specifically designed area arranged solely for the children. There should be a variety of movement and activity and all work operates together through discipline. Children respond well to beauty, order and quality in their environment.

 EPL are divided into four main groups:

1)      Elementary Exercises

a)      Basic Elementary Exercises

b)     Elementary Exercises

c)      Higher Elementary Exercises

2)      Exercises of Personal Care

3)      Grace and Courtesy Exercises

4)      Care of Environment Exercises

Elementary Exercises: These exercises assist in creating routine and order in the environment and are pre requisite for other activities.

It is sub divided into three categories:

a)      Basic Elementary Exercises: In these exercises child learn fundamental activities involve muscle and mind coordination. Exercises like taking object holding it and put it back, open and close the door, etc.

b)   Elementary Exercises: In these exercises child learn a bit more advance and complex activities using muscle and mind coordination. Exercises like rolling and unrolling of mats, holding a chair, pouring rice from one jug to another, etc.

c)      Higher Elementary Exercises: In these exercises child learn logical and bit more complex activities. Exercises like walking on the line, silence practice, etc.

      Exercises of Personal Care: These exercises assist in how to deal and take care of one own self. Care of self may include exercises on how to wash the hands, use the bathroom, brush teeth, wear different kind of clothes, open and close buttons, lace shoes etc.

Grace and Courtesy Exercises: These exercises assist child to learn manners and how to deal with other people. It also help child to learn different situation and how to behave and react in different situations. Child learns how to use the words "excuse me" when he needs to interrupt or ask for help. The child learns how to give thanks and show his gratitude; how to greet someone and introduce her to others etc.

Care of Environment Exercises: In these exercises child learn how to take care of environment. Care of the environment may include exercises on organizing the clutter, sorting and putting things in the right places, dusting shelves, sweeping the floor, mopping if there is a spill, raking the outdoor area, taking care of the plants, trees, animals etc.

Importance of EPL Grouping:        EPL grouping helps to aid the child to develop his coordination in movement, his balance and his gracefulness in his environment as well as his need to develop the power of silent. Children are naturally interested in activities they have witnessed. During the child’s sensitive period between birth and six, the child is constructing the inner building blocks of his person. By grouping these exercises child manage to grasp each and every activity. Child learn from basic to complex, from self-control to care of environment, from grace to courtesy each and everything learned step by step. It helped the child in his entire coming life. When child learn basic motor skills and then advance complex and logical skills, he become more confident and satisfied then other children. More importantly, when the child is later taught a skill or an academic accomplishment, it becomes a part of him.

            The beauty of EPL lies in the fact that they can be very easy or more complicated; they can be short or long. The long exercises are really successive exercises, such as washing and ironing. The lengthy process can be broken down into manageable steps. Eating snack is part of practical life. Serving yourself and cleaning your place to make it ready for another are integral to the care of self and the environment. The children use the skills they have learned in the practical life area around the classroom. Plants are watered, doorknobs polished, etc. Practical life activities are not separate from the classroom. They are incorporated into the life of the child. Practical life exercises can also be incorporated into the home.