MONTESSORI IN SENSORIAL
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, from visual to stereognostic.
The purpose and aim of Sensorial work is for the child to acquire clear, conscious, information and to be able to then make classifications in his environment. Montessori 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, to Montessori, 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. | Visual Sense | ||
| Cylinder Blocks | ||
| Pink Tower | ||
| Brown Stairs | ||
| Red Rods | ||
| Color Tablets | ||
| Geometric Cabinet | ||
| Constructive Triangles | ||
| Rectangular Triangles | ||
| Blue Rectangular Box | ||
| Triangular Box | ||
| Large Hexagonal Box | ||
| Small Hexagonal Box | ||
| Geometrical Figures | ||
| Sensorial Decanomial | ||
| Knobless Cylinders | ||
| Binomial Cube | ||
| Trinomial Cube | ||
| Leaf Cabinet | ||
| Tactile Sense | ||
| Sensitizing Fingertips | ||
| Touch Boards | ||
| Touch Tablets | ||
| Fabrics | ||
| Baric Sense | ||
| Baric Tablets | ||
| Thermic Sense | ||
| Thermic Bottles | ||
| Thermic Tablets | ||
| Auditory Sense | ||
| Sound Boxes | ||
| Bells | ||
| Olfactory Sense | ||
| Smelling Jars | ||
| Gustatory Sense | ||
| Tasting Bottles | ||
| Stereognostic Sense | ||
| Geometric Solids | ||
| Sorting Trays | ||
| Mystery Bag | ||
| Sandpaper Globe | ||
| Painted Globe | ||
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