The Materials
“The Montessori materials are often called the didactic or teaching materials, but their more accurate name would be the materials for development. Each of the sensorial materials is, in fact, a series of objects with which the child carries out a definite piece of work, which assists and directs the development of his personality.” There are a variety of Montessori materials in the Sensorial area. Each one isolates a particular sense to be trained, and has varying levels of discrimination. The young child works with the Knobbed cylinders, which serves to educate the child’s eye to distinguish difference in dimension. The child will be able to recognize that every cylinder fits exactly in the smaller or larger socket in the …show more content…
This helps in retaining the interest of the child towards the material. Games like Memory Matching require the child to visually see a picture, remember what he/ she saw and get the corresponding material that matches with the former one. These exercises help in memory enhancement and also calls for complete focus of the child. Young children are very keen observers and generalizing helps in improving this skill. Use of language during these games, provides more experiences for the child to practice and perfect them. Engaging with the material in new ways sparks the child’s interest and helps him form meaningful connections with the material.
Language in Sensorial Education
Language in Sensorial Education, helps lead the child from concrete to abstract, and helps him organize the impressions he is receiving from his newly honed senses. In fact, children show great pleasure in listening to the exact pronunciation of new words. Language is usually presented after sensorial experience and is generally taught with Seguin’s “Three Period Lesson”. Vocabulary should be accurate and …show more content…
Based on her careful observations of their work with materials, social interactions, likes and dislikes, the work they shy away from, the work they like most; she determines as to where the child is developmentally. Depending on the readiness of the child, the teacher decides which presentation should be given to the child. During a presentation, the teacher might interact with the child. It is important not to interfere as soon as the concentration appears in a child. For example: If a child is working with The Pink Tower; building the tower, knocking the cubes down slowly and re-building it in variety of ways, the teacher should not disrupt the child’s attention by talking to him. The beginning of concentration, Montessori (1970) tells us, is through objects that appeal to the senses, are easily recognizable and attractive, “for this is how the child’s knowledge is built.” (p.55) However, the teacher could definitely intervene when a child disturbs other children or is found abusing the material- either physically throwing or breaking or is using it inappropriately (pretending that the Red Rods as karate stick). The teacher redirects the child’s attention to something
“The Montessori materials are often called the didactic or teaching materials, but their more accurate name would be the materials for development. Each of the sensorial materials is, in fact, a series of objects with which the child carries out a definite piece of work, which assists and directs the development of his personality.” There are a variety of Montessori materials in the Sensorial area. Each one isolates a particular sense to be trained, and has varying levels of discrimination. The young child works with the Knobbed cylinders, which serves to educate the child’s eye to distinguish difference in dimension. The child will be able to recognize that every cylinder fits exactly in the smaller or larger socket in the …show more content…
This helps in retaining the interest of the child towards the material. Games like Memory Matching require the child to visually see a picture, remember what he/ she saw and get the corresponding material that matches with the former one. These exercises help in memory enhancement and also calls for complete focus of the child. Young children are very keen observers and generalizing helps in improving this skill. Use of language during these games, provides more experiences for the child to practice and perfect them. Engaging with the material in new ways sparks the child’s interest and helps him form meaningful connections with the material.
Language in Sensorial Education
Language in Sensorial Education, helps lead the child from concrete to abstract, and helps him organize the impressions he is receiving from his newly honed senses. In fact, children show great pleasure in listening to the exact pronunciation of new words. Language is usually presented after sensorial experience and is generally taught with Seguin’s “Three Period Lesson”. Vocabulary should be accurate and …show more content…
Based on her careful observations of their work with materials, social interactions, likes and dislikes, the work they shy away from, the work they like most; she determines as to where the child is developmentally. Depending on the readiness of the child, the teacher decides which presentation should be given to the child. During a presentation, the teacher might interact with the child. It is important not to interfere as soon as the concentration appears in a child. For example: If a child is working with The Pink Tower; building the tower, knocking the cubes down slowly and re-building it in variety of ways, the teacher should not disrupt the child’s attention by talking to him. The beginning of concentration, Montessori (1970) tells us, is through objects that appeal to the senses, are easily recognizable and attractive, “for this is how the child’s knowledge is built.” (p.55) However, the teacher could definitely intervene when a child disturbs other children or is found abusing the material- either physically throwing or breaking or is using it inappropriately (pretending that the Red Rods as karate stick). The teacher redirects the child’s attention to something