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.

Importance of Practical Life Exercises

The practical life exercises are the beginning activities for young children. These exercises improve motor control, eye hand coordination and concentration. The practical life exercises include environmental care, personal care, eating, dining and many more. Children love these practical life exercises and are also taught good work habits by being encouraged to complete the whole task. Teaching the children to be thoughtful of the rights of other children, they are prepared for a successful citizenship and career. The practical life activities contribute invaluably to the development of the whole person with inner discipline, self-direction and a high degree of concentration. In short, Practical Life Exercises are just that, they are Exercises so the child learns how to do living activities in a purposeful way.

Aim of Practical Life Exercises:

            The aim of practical life exercises is to facilitate learning through day to day work in the children’s home. By entrusting house work to young children, they learn important lessons; they execute their work with devotion and accuracy. By doing this they become singularly calm and dignified. These exercises are foundational to many aspects of Montessori education. The relationship between movement and cognition, these exercises are particularly important because they employ the body in the service of the mind to fulfill a meaningful goal.

           

            Children are attracted to precision in the early years, such that they like to know exactly what sequence of steps to carry out in an exercise. According to Montessori, during the sensitive period between births to 6 years of age the child is constructing his inner self. Child is preparing himself for the big world, using his motor skills and problem solving abilities. Child needs order and repetition of the same activity to refine certain skills. The child needs to move to gain balance, grace and confidence.

            Based on an idea that freedom implies self-sufficiency, exercises on practical life sought to train the growing children to master such essential skills and knowledge as dressing, maintaining themselves clean and tidy, dusting and sweeping, table-setting, meal and serving etc. Montessori aims at free activity not at the cost of good manners, social order and harmony. Children under the aged three to seven play and work under the supervision of a directress who does not act as a passive onlooker but as an active observer. The exercises of practical life are designed to teach the child to be independent, to supply his own wants and to perform the actions of daily life with skill and grace. Children keep the workplace in order, dusting and arranging the furniture, and putting away each piece of material as soon as they are through with it. They wait on themselves while they are working, getting out the things they want, finding a convenient place to work, and then taking care of apparatus when they have worked with as long as they like. Children do all the work connected with the meal, setting tables, serving food and the clearing away and washing the dishes. All children share alike in this work, regardless of their age. Children of three and four soon learn to handle the plates and glasses, and to pass food.

Importance of Exercises of Practical Life:

                Practical life exercises have designed to inspire movements directed to constructive ends. Some of the main purposes of including such exercises in the classroom are:

1.      To educate the children’s movements to be geared to a purpose

2.      To develop children’s ability to concentrate on a task

3.      To help children to carry out a series of steps in sequence

4.      To help children learn to care for the environment

One of an example of a practical life exercise in Montessori classroom is equipped with a set of material for Table washing. This set includes a large basin to fill with water, a plastic mat to go under the table, soap, a scrub brush, a sponge and a towel for drying. Items are all children sized and are usually of the same color so that they obviously go together. The teacher demonstrates for the child a precise sequence of actions that are carried out in Table washing. The child has probably also observed other children carrying out the sequence of actions, enabling him to learn by observation.

Dr. Montessori discovered the importance of the practical life exercises as follows:

1.      To enrich the child emotionally.

2.      To endow the child with affirming experiences.

3.      To encourage responsibility.

4.      To engage the child physically.

5.      To enliven the child constructively.

6.      To fascinate the child with learning.

7.      To enable the child to appreciate independence.

Two main purposes of practical life exercises:

·         First is the dignity of work. In the past, the child had an opportunity in the home to fold clothes, pour water, fetch and sweep. As a result, children developed motor skills of grace and fluid movement at an early age. More importantly, children developed competent participation around the home and the rest of their environment.

                                                                                 

·         Second reason for the practical life exercises is to enable children to organize themselves as functional human beings. To do this we must begin by the time the child is two years old, primarily physical and primarily concerned with himself. We must help him to become master of himself and then he will be able to master other things.