Sensor Introduction To Sensorial-Motor Album
A child is an active learner who is attractive by the thing in this world. He learns everything
without knowing he is learning it, and is doing so he passed little by little from the unconscious to the
conscious. Maria Montessori mentioned that the first of the child's organs to begin functioning are his
senses. The period of life between the ages of three and seven years covers a period of rapid physical
development. It is the time for the formation of the sense activities as related to the intellect. The child in
this age develops his senses. His attention is further attracted to the environment under the form of
passive curiosity.The development of the senses indeed precedes that of superior intellectual activity and
the child between three and seven years is in the period of formation .
What are The five basic senses?
- Visual: most of adults primarily are visual learners. They need to see things demonstrated.
Montessori categorized even further. She broke the visual sense down into separate sections. They are
dimension (size of the object), color/chromatic (awareness of color), and form (awareness of
- Auditory: as adults we are bombarded by sound. We tune out many sounds to function. Therefore,
there are some sounds that we do not even hear. For example, body sound, slosh, pop, and limited
frequencies. The young child is a set of gigantic ears. He hears everything. He is not organized enough to
tune our sounds, therefore, we need to use limited language with him. We need to cut out excessive
verbiage. Children in early age are very sensitive to tones, therefore, it is a good time for them to learn
- Tactile: children learn from touching the objective. Children's skin is so sensitive that the blind can
even feel subtle air currents. According to Dr. Montessori, tactile was broken into four areas: surface
touch, stereognostic (whole form, volume), thermic (temperatures), and baric (differences in
- Olfactory (smell): odor can make good taste better or worse. It is also important that for children to
make a connection between eating and smelling.
- Gustatory (taste): a young child has taste buds in his entire mouth. In his cheeks and under tongue
also. At age 21, we have only 1/4 taste buds left. At age 60, we have very few left. Location of taste
buds: tip of tongue (sweet taste), side of tongue (sour and salty taste), and back of tongue (bitter
Montessori thought "The most important period of life is not the age of university studies, but
the first period from birth to age six. For that is the time when man's intelligence itself, his
greatest implement, is being formed.". She also asserted that "The education of early
childhood should be based entirely upon this principle: assist the natural development of the
child." . According to her thought, the natural mental development included several "sensitive
periods". It is this sensibility which enables a child to come into contact with the external world in a
particularly intense manner. At such a time everything is easy; all is life and enthusiasm. Every effort
marks an increase in power .
There are nine sensitive periods in early childhood:
- A. Order: age 2-4
- B. Movement: age birth--1.5 years
- C. Smell objects: age 1.5--4 years
- D. Social/Good manners: age 2.5--6 years
- E. Refining of the senses: age 2.5--6 years
- F. Writing: age 3.5--4.5 years
- G. Reading: age 4.5--5.5 years
- H. Language: age birth--6 years
- I. Music: age 2--6 years
Why sensorial training IS important?
- Aid in the natural development of the child and gives the child a sense of self identity and security
within the learning environment. Every child has at least one sense they can rely on, even the
- Provides a basis for learning in an orderly manner that is needed for neurological and psychological
- The sensitive periods are transitory. Sense impressions are of long duration. The sensitive periods
can be past, but once sensibility has been acquired it will be long lasting.
- Frequency of activity heighten the senses.
- Through the isolation of the senses, a refinement of senses can be developed.
- It is based on a logical learning sequence. It goes form the concrete to the abstract.
- Indirect preparation for intellectual life. It refines the senses and develops cognitive skills such as
thinking , judging, associating and comparing.
- Develop powers of observation such as attention and concentration.
- Promotes auto-education or self learning.
- Provides for aesthetic enjoyment.
- Offer the child the key to the nature of things.
Sensorial education is the base for intellectual education. Thus, Montessori stated "it is necessary to
begin the education of senses in formative period, if we wish to perfect this sense development
with the education which is to follow. The education of the senses would be begun methodically
in infancy, and should continue during the entire period of instruction which is to prepare the
individual for life in society."  There are three fold aims for development of the senses:
- A. Biological:
- 1. Aid the natural development of the individual, for example, the ability to use our sense refines the use of our bodies.
- 2. Identifies, prevents, and/or corrects psychological defects (fixating or lack of sensitive periods interests regression to earlier stage of development and so on.)
- B. Social:
- To prepare the child for community environment. To help the child be aware of this environment and those thing going on around them.
- C. Psychic:
- Through physical and social growth, the child's psychic (mental and emotional) life is enhanced.
In order to harmony among these three aims, the sensorial materials were designed in a systematically
working in successive steps enable the child to sort out and digest the large number of impressions he
possesses, to assimilate additional ones through experience, and to stimulate and refine the child's
powers of observation preliminary to acquiring judgment and understanding. In general, the purposes of
sensorial material are:
- A. Aid the development and refinement of the senses by providing organized opportunities for contact with the environment.
- B. To offer the child experiences which will allow for full development of the sensitive periods.
- C. Preparation for intellectual development in an orderly mind.
- 1. Sensorial discrimination leads from the concrete to the abstract.
- 2. Fosters concentration and thinking skills which develop the mathematical mind.
- 3. Provides opportunities for language development and strengthening fine motor skill for future writing.
The sensorial materials further expand the child's preparation by building on the order established in
through the daily living exercises. For example, the solid cylinders, the sound cylinders, the matching
games and so on. The child's muscular control is being further refined in preparation for writing
movements and holding a pencil. At the three period of lesson and named activity will help child's
language development. Therefore, sensorial materials are not only for the purposes of sense areas, but
also for child's mathematics mind, language development and writing.
The indirect purposes of sensorial materials are:
- A. Mathematics Development:
- Preparation of mathematical mind.
- There is tenness in materials.
- Units of measurements.
- Mathematical relationships.
- Relative size, weight, and volume.
- Guide to accurate observation.
- B. Language Development and Writing Ability:
- Left to right eye movements.
- Develops attention span.
- Development visual and auditory discrimination.
- Develops eye hand coordination.
- Develops three finger grip mechanics for writing.
- Increases vocabulary. Provides more precise vocabulary.
- Strengthens and refines muscles.
- Strengthens top to bottom progression.
Montessori's sensorial activities introduce the child to a structured comprehension of the world in a
different way. The child is not led by the activities away form the baby's world of lively thing-friends, but
is only given the skills to clarify and order the sensorial gifts that may be received from them. The
activities enlargement of sensorial sensitivity increase the child's' respect and awareness for the things
which are the source of those sense impressions. Rather than leave the child felling that a thing is easily
defined and manipulated, the sensorial activities make the child aware of the endless avenues available
for exploring the thing in its infinite depth and fullness .
-  Maria Montessori, The Absorbent Mind, p. 183.
-  Maria Montessori, The Montessori Method, pp. 213-215.
-  Maria Montessori, The Absorbent Mind, p. 33.
-  Maria Montessori, The Discovery of the Child, p. 144.
-  Maria Montessori, The Secret of Childhood, p. 40.
-  Maria Montessori, The Discovery of the Child, p. 145.
-  Maria Montessori, The Montessori Method, p. 221.
-  David Gettman, Basis Montessori, pp. 68-69.
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