It is necessary to begin the education of the senses in the formative period if we wish to perfect thus sense of development with the education which is to follow.  The education of the senses should begin methodically in infancy, and should continue during the entire period of instruction which is to prepare the individual for life in society. -  Maria Montessori

Principles of Sensorial

The learning domain known as Sensorial, derives from the use of human senses.  Natural curiosity and self-directed exploration are intuitive to children and leaves an impression on the child.  Sensations are automatically interpreted and integrated by our brains, and the basis for knowledge to begin happens when the child has these interactions. The Sensorial work in the Montessori classroom develops the child’s skill for discrimination, order, and refines the senses.  The activities presented to children in this area of the classroom, help them classify, build independence, their perceptions, self-confidence, and an understanding of the world in which we live. In the Montessori classroom, the child’s absorbent mind learns to put all his impressed perceptions sensations in order. The child reaches a conceptualized understanding when they form the ability to mentally group these impressions. The activities are designed to isolate the focus of each sense individually, eliminating the possibility of confusion, and identify the distinctive sense the work should be impressed upon.  For example, the Sensorial work of the color tiles are identical is form, only differing in visual color, helping the child to only impress upon the development of the visual sense.  Dr. Montessori said, “Isolating the difficulty,” is the basis for all presented work in the Montessori setting.

Role of the Teacher and Methods of Observations

  The Montessori teacher, acts as an observing guide, to assists the child through their independent self-discovery of the prepared learning environment.  The teacher observes the child while not interrupting or interjecting unneeded assistance.  The observance period is necessary to assess the child’s social development, and knowledge progression in all the Montessori learning domains.  Observation in the Montessori classroom is a tool used to assess the child’s abilities and readiness for the materials.  It is essential and an continuing responsibility of the teacher in the Montessori setting . “Even when helping and serving the children, she (the teacher) must not cease to observe them, because the birth of concentration in a child is a phenomenon as the bursting of a bud into bloom.”- Maria Montessori 

Children are presented with activities to directly guide their learning by observing, thinking, judging, associating, comparing, contrasting, and discriminating. The development of hand-eye coordination, and right to left hand and eye movement are indirectly benefits of the instructional order of presented work in the Montessori environment.  The teacher’s job is to keep the environment tidy, engaging, and prepared for the children to work independently with confidence.  This task is prioritized over all instruction and work. Without order there is no peace, and peace must exist for knowledge to be gained.  

Sequence within the Sensorial Curriculum 

Sensory observation, comparison, and functions are developed through Montessori’s original design of the didactic material. The rectangular wooden prisms, pink cubes, graduated cylinders, color tablets, weighted tablets, plane insets, musical bells, etc. are the authentic materials used for learning through the five senses. All Montessori activities and material fine tune the senses. The interaction and repetition of the sensorial work, such as the rectangular prisms, cubes, and the rods allow the child to recognize the errors made using the trained eye. However, the control of error lies in the material itself while working with the cylinder blocks. Differentiating from thickest to thinnest, longest to shortest and in groups of ten.

The Sensorial area is classified into six sensory correlated categories: Visual (size, color, form), Auditory, Tactile, Gustatory, and Olfactory. 

Visual - Using the sense of sight, the child develops visual discrimination through Sensorial works. For example, the Pink Tower is relatively a set of building blocks, but while the child is building, he begins to visually discriminate the dimensions of one block compared to the others.  The tower standing will range from 1cm cubed being the smallest, to 10cm cubed being the largest.  Children can associate this connection with many things in their knowledge banks, comparing big to small, or shortest to tallest. All visual activities are presented to help the child differentiate between objects whether it be size, color, or shape.  

Auditory- The auditory sense allows the children to recognize sound and its variations in levels.  The sensorial works such as the sound cylinders, teaches the matching and grading of sound.  The most unique Sensorial work for developing the auditory sense is the Montessori bells.  The children experience playing the music notes in the C major scale by matching sounds and tones.  

Tactile - The Sensorial category that embodies the development of the sense of touch is tactile.   Works such as the thermic bottles, rough and smooth boards, and blindfolded fabric square matching, encourages children to touch the didactic material.  The activities, help them distinguish, sort, grade objects that are rough, smooth, warm, heavy, light, soft, and so on.  

Gustatory- Gustatory refers to the sense of taste and children really enjoy these sensorial themed works.  The Tasting Bottles are one of several works focus on in this area, to guide the children in comparing and distinguishing between salty, sweet, and bitter liquids they may drink.  We also compare the difference in flavors of foods. 

Olfactory - The olfactory sense, or sense of smell, is delightful to explore with children.  In the Sensorial area, you'll find Smelling Cylinders match orders.  Smells are associated with memory and children are always willing to comment on how their sense of smell identifies a specific order in any environment. 

The Goal of Sensorial Education

Sensorial education introduces the child to language far beyond their years, creating a wonderment for inquisition to formulate and cognitive growth the develop.  Its fundamental purpose is to refine the senses through observation, activating fine motor skills, creating a sense of self – perception within the child, independence and a true sense of order.  

Sensorial curriculum in relation to the Montessori curriculum

Sensorial lessons are the premises for the mathematic academic learning in the Montessori classroom. Children are introduced to mathematic terms, which builds the foundation for all mathematic learning.  These lessons prepare them for counting numbers, differentiating size, weight, and quantity. For example, the Red Rods are reintroduced as Number Rods with each 10 cm unit alternately painted red and blue.  The Sensorial materials introduce the abstract concept mathematically using the concrete didactic material, thus is the same principle for all prepared work in the Montessori setting. The Sensorial materials are designed and aligned with the base 10 system.  Most Montessori materials have reference to real world task and symbols, which children are exposed to daily.  

Bibliography 

Cushman, C. (2014). Montessori: Why It Matters for Your Child’s Success And Happiness. The Paper Tiger, Inc. Kerhonkson

Lillard, A. S. (2008). Montessori: The Science Behind the Genius (Updated ed.). Oxford University Press.

Montessori, M. (2016).  Dr. Montessori’s Own Handbook. San Bernadino, CA (Original work published New York: Schocken Books, (1965)

Children display a universal of mathematics which is par excellence the science of precision, order, and intelligence. – Maria Montessori  What is mathematics? Mathematics is part of the physical universe and provides rational structure to it. It is a scientific, studied discipline, functioning over arithmetic, logical reasoning, quantitative calculations, properties of natural numbers, real numbers, ordinal numbers, groups, geometric dimensions, differential equations, and other like mathematic concentrations.  Since the 17th century, mathematics has been an essential aide to the physical sciences.  Math can be defined as recognizing and thinking mathematical symbols, perceiving mathematical operations, understanding the relation between them, generalizing the operation in itself, and showing features like flexibility in mathematical operations and reaching solutions in different ways. Math can be identified in everything we do.  The intersections at a crosswalk, the amount of pressure of air to fill a flat tire, or determining how many pounds of grapes to buy at $3.99/lb. We cannot avoid thinking mathematically in today’s society.  Therefore, it is advantageous for early childhood education to be more than custodial care and the necessity for the mental liberties of young minds to emerge on a path of mathematically understanding.    Why is mathematics included in the Montessori curriculum? The Montessori education is a natural process carried out by the child, and learning is acquired not by lectured words, but by the child’s completion of specific tasks. In the Montessori environment, pupils are challenged with problems they can think out themselves. Once they are given the opportunity to think critically, new knowledge is created. In mathematics, the child learns actual logic through manipulation of objects. In doing this the child can determine the nature of why or why not something is logical. The child’s mind is then prepared for abstract processing, graduating from solving problems using the concrete object, to replacing those objects with abstract thoughts. Maria Montessori understood how mathematics developed the intellect.  She developed materials that would demonstrate the functions of math in a concrete way.  The Montessori math curriculum provides a learning sequence, which  gradually builds their mathematically knowledge while aiding their advancement of higher mathematical understanding.     How is the child prepared for the math area? Include EDL/PL and sensorial references Students construct their own mathematical concepts based on their personal experiences and connections.  As a child matriculates through the 3-6 yr. pre-primary classroom, the teacher   influences these interactions through a well prepare classroom.  The beginning of learning in the Montessori environment starts with Everyday Life works.  The Everyday Life (EDL)area of the classroom prepares the child learner for math from his/her entrance into the environment.  It lays the foundation for order, sequencing, and problem solving.  The direct one-to -one correspondence works, gradually progress in complexity to one-to-four correlation object works.  The child begins working with mediums that are larger, making it easier for them to handle, then transitioning to smaller mediums while physically building their fine motor skills.  Symmetry is introduced while folding napkins and calculated order is taught as a child ties a bow step-by-step. The concentration, coordination, confidence, independence and order a child possess from efficiently completing these non-academic tasks, cognitively prepares them for mathematic academic works.    Concentration needed for complicated math activities is built into EDL activities that require attention and focus such as scrubbing and polishing works.  Coordination is the ability to move in an efficient manner, understanding spatial relation, which is important for manipulating math materials such as carrying the red and blue rod work. The child’s independence is predicated on how successful they can function without assistance.  The EDL area introduces many opportunities to create personal independence when activities such as the dressing frames.   The Sensorial area in the Montessori environment is the foundation for mathematic learning. The Montessori method presents concepts to the child in a systematic, logical, and orderly manner.   The sensory learning is precise and exact.  The child determines the control of error while working sensorially, teaching there is a definitive of correct finding to a problem.  Mathematical fundamentals are present everywhere in the Sensorial program.  Discriminating size from large to small with the pink tower, distinguishing the length of the red rods, and sorting materials by size and weight.  Gradations of depth, width, height, and length with the knobless and knobbed cylinders.  Geometric nomenclature, geometric solids, the geometric cabinet, to the construction of shapes, all preparing the child for geometry.  Lastly, the materials indirectly prepare the child for the concept of “10”, as all the material has ten pieces.    How do the math materials capitalize on the child’s sensitive period for order? Are the other aspects of the child’s sensitive periods that are responded to within the math materials? A sensitive period is the brain’s peak time for learning a specific skill without formal training.  As infants become toddlers, they develop language and the ability to count, and the transformations of small sets.   Children naturally seem to have early developmental benchmarks for crawling, walking, talking, but these activities are learned when the brain in most active. If the brain closes for this skill to be learned it is difficult to learn it later. Maria Montessori observed the child’s sensitive period for order most prevalent between the ages of one and four years.  Children in this age range want consistency in their life in every aspect.  In Montessori, we identify with this sensitive for order by keeping to ground rules, and daily routines, every work has its place on a shelf, and the environment is kept clean.  The slightest alteration can cause a child discomfort in this sensitive period.  Children who stay in this period longer than others may have cognitive challenges needing the attention of professionals.  The Montessori materials are demonstrated and constructed to help build order within the child.  In the Montessori environment children not only see and learn symbols for a numeral, they learn to hold the associated quantity in their hand.  For most children, the sensitive period for learning mathematical concepts is between the ages of four and six years. Basic knowledge and skills gained from experiences at an early age not only increase the child's chance of success in later learning, but also positively affect his emotional and social life. Why is the three-period lesson important to the math curriculum? The three-period lesson is a purposeful way in which vocabulary, letters, and numbers symbols are taught to children.  Maria Montessori used the three-period instructional strategy frequently in early childhood Montessori classrooms to help children associate the object with a specific learning objective in mind. Through this experience the child feels the individual shape and then says its name, which is consider the First Period.  The Second Period can be varied in presentation, by the teacher prompting the child to recognize the object visually.  This lesson may immediately follow the introduction or happen separately from the First Period with the object being reinforced and potential for the knowledge to become the child’s own.   The teacher generally says to the child “Show me,” in this period.  The Third Period is Recall.  During this period, the student is shown the objects or words and asked to name them.    What is the role of the absorbent and mathematical mind in relation to the math curriculum? Most children have mathematical inclinations, enjoy the study of mathematics. Dr. Montessori anticipated that the introduction of mathematics during the period of the absorbent mind (0-6 years) enables the child to form positive associations with numbers, which can be carried on throughout life. The essence is to provide the child with interactive experiences. Dr. Montessori also observed that young children learn early mathematical concepts through touching, stacking, sorting, and handling objects as they count them. It is through this manipulation of various materials that children learn to recognize quantities, sequence, and patterns. This is the groundwork for basic mathematical principles. For the young child, an oral explanation is not sufficient. Dr. Montessori wrote: “Education is a normal process carried out by the child and is not attained by listening to words but by experiences in the environment.” Montessori demonstrated that if a child has access to concrete mathematical materials in his early years, they come to their own conceptual understanding regarding each math objective.  As a traditional math teacher, I have compared the manipulatives used in pre-primary Montessori setting, to the Common Core mathematic standards taught to fourth and fifth graders.  I have concluded, if children had the hands-on experience of the concrete material to build their foundational math understanding, mathematic self-efficacy would develop early and the potential for their studies to extend into higher levels of mathematic concepts would be greater. List and explain the sub-areas of math.   The beginning stages of mathematic learning is designed to help children understand the association between numerals and their quantities with the appropriate numeric symbols.  The concept of odd and even numbers, and the exposure to the concept of a “one” and a “ten”.  The Sets Basket activity introduces children to numerals “one” to “ten with the associating quantities. Similar objects are identified and sorted, then each group is associated with its corresponding numeral.    Each sub-area of the mathematics curriculum precedes the next.  Children are introduced to the Decimal System in the pre-primary Montessori math curriculum.  The golden beads presented in this work represent the base ten system with the supporting materials exposing them to quantities 1 to 9000.  The mathematical groundwork for working with the Decimal Cards w/association to the value of the golden bead work, composing numbers, verbal fetching activity, and learning the four mathematical operations are demonstrated within this math area of learning.  In Linear Counting the child is taught to count concretely, visually, and tactilely reinforcing the concept of 10.  They first count the bead stair, identifying quantities through counting to ten, the teens, then the tens, and sequence works of counting numerals to 100.  Children are introduced to skip counting through the squaring and cubing chains.  The four Operations with the Golden Beads material and the decimal cards, help the child concretely build knowledge for adding numbers up to the thousands place, its inverse operation being multiplication, is taught as repeat addition, taking/adding the same number multiple times.  Subtraction is teaching how to “take away” numbers and division is demonstrated with the golden beads divided into equal groups.  Static and dynamic operations are also introduced by teaching “no carrying” and “exchanging” for place values. The child will perform math operations and read the numerals in first in expanded then, standard forms.   The child has experience writing numerals in correct formation for recording of facts, calculation, and the first stage of translating words to paper. Leading to Abstraction math sub-area is the first time in the Montessori math curriculum the child does not use a concrete material to associate between quantity and symbol.  The children move to a total written expression, performing all four of the math operation with the associating symbols.   While working with the stamp game the child abstractly completes this is activity.         Memorization moves the child further into abstract mathematics.  Memorizing math facts using the positive snake game, addition and subtraction boards, multiplication and division bead board help the child retain facts using abstract materials while manipulating concrete material.      BIBLIOGRAPHY Cushman, C. (2014). Montessori: Why It Matters for Your Child’s Success and Happiness. The Paper Tiger, Inc. Kerhonkson Lillard, A. S. (2008). Montessori: The Science Behind the Genius (Updated ed.). Oxford University Press. Montessori, M. (2016).  Dr. Montessori’s Own Handbook. San Bernadino, CA (Original work published New York: Schocken Books, (1965) Gorman - Cagle, D., (2015) Montessori Primary (3-6) Mathematics Curriculum Sub Area Descriptions., ADMTEI and MTA, Siena Heights University 

Linguistic development originates from the cultural representation of language within the child’s environment.  The child’s first sounds, words, and responses to oral communication is introduced by the nuclear family from infancy until the age of two years.  The early emergence of meaningful forms of language through symbols, words, music, and print encourages the child to interact innately while progressing through the first plane of development.  The literacy experiences children are exposed to throughout their early primary education is a direct correlation to the child’s ability to successfully meet language benchmarks.  In the State of Michigan, 52% of students in the first thru third grades have reading deficiencies. (Chamber, 2022) In most traditional settings, school pacing schedules dictate the learning day to be math and reading focused, and the instruction being aimed to master test taking strategies.  Some scholars call traditional education “back to the basics,” which includes learning the core content subjects, with rigorous instructor led lessons to stretch and mentally challenge students. In contrast, they believe the Montessori philosophy to be a progressive approach to learning.  Affording the students, the freedom to choose independently what they would like to work on, but also guiding the child’s learning using materials explicitly designed to teach a specific skill.   However, Montessori is both progressive and “back to basic,” in theory. (Lillard, 2008)

The Montessori 3yr- 6yr classroom ensure the readiness of the child to enter into the school setting with the social-emotional, cognitive, and physical skills needed to confidently excel.  Maria Montessori created didactic learning tools specific for teaching and learning the Montessori way, but there are few Montessori learning tools she developed in the area of language.  In the Montessori classroom, language is taught comprehensively within each learning domain.  The Sensorial Materials such as the sound cylinders, and musical bells, sharpens the hearing and listening skills, which assists the child in language development.  The introduction of vocabulary development such as naming of colors, thick and thin, long and short, or rough and smooth, also helps the child emphasize on description and accurate word usage. Children learn the parts of a plant, countries of the world, geometric shapes, and so on before the end of their third year.   Language development takes place all day as the children learn to listen while playing the Silent game, sing songs, and how to participate in discussion during circle time.  In the Montessori classroom, children are encouraged to collaborate with their peers, and talking is permissible during the learning period.  Like most classrooms, the Montessori class also includes a book corner for students to read and author books to read to other students.  Reading readiness generally takes place between the ages of 5yrs. and 7yrs. of age.

Montessori’s language materials are unusual and less calculated in design, than mathematics or sensorial, but is well thought out.  The children’s phonemic awareness of sounds in language is heightened through reading and writing presentations.   The sandpaper letters, moveable letters, and metal insets are the original language materials Maria Montessori created.  As previously mentioned, how the teacher guides and demonstrates the order of work to children considers the initial reading and writing process.  As students get their selection of work, the activity is generally ordered from left to right because this is how one reads and writes properly.  As a Montessori and a traditionally trained teacher, I teach the same language skills in my preschool Montessori classroom as I did in my traditional kindergarten class, but there is a major difference.  The children in the Montessori setting own the conceptual understanding of the lesson through self-discovery, and repetition.  Being able to interact with engaging materials, to help identify rhyming words, beginning consonant sounds, middle vowel sounds, classifying, sequence, building of words, sentence building, and parts of speech, helps students retain and commit the knowledge to memory.  Writing activities, from metal insets to scribing a story for my students aids in the building of a child’s language development and expressive confidence as well.  The Montessori philosophy does not solely confine teaching language to being technical, grammatical, or contextual correct, but it’s wholistic pedagogical approach to children embracing language is present and modeled in every way.  

BIBILIOGRAPHY 

Chambers, J. (2022, Feb. 14) DetroitNews.com  https://www.detroitnews.com/story/news/local/michigan/2022/02/14/michigan-third-grade-reading-literacy-deficiency-study/6757938001/

Lillard, A. S. (2008). Montessori: The Science Behind the Genius (Updated ed.). Oxford University Press.

Montessori, M. (2016).  Dr. Montessori’s Own Handbook. San Bernadino, CA (Original work published New York: Schocken Books, (1965)

“The education of even a small child, therefore, does not aim at preparing him for school, but for life.” – Maria Montessori

The Everyday Living area is a fundamental and crucial step in the child’s learning experience. It is the foundation of the Montessori method and is the building block of the other core subjects such as language, sensorial, writing and mathematics. During the child’s first year of learning in the Montessori environment, the teacher guides the child through various work activities, mimicking real life experiences. Children are instantly intrigued by the attractive materials thoughtfully displayed and their innate desire to master practical skills is heighten. The child-centered environment is created with the success of child in mind. All the materials, furniture, and tools are child size to aid them in completing tasks independently.  Sweeping the floor, washing dishes, cutting apples, and buttoning their own shirts become badges of intrinsic accomplishment when a child can do it themselves. Children enjoy interacting with familiar material they can identify and connect the purpose used to  the real world. Between the ages of 3yrs. to 6yrs.  old, children develop a sense of independence and order. They become fond of tiny objects, exploration, touch, and movement  which are inclusive of the foundation of Everyday Living.   

The direct aims and objectives of inviting children to learn using Everyday Life activities are to build confidence in themselves and to master challenges presented in the academic areas. Confidence is built through repetition of working with materials, gaining mastery in skills intended to be learned. The Montessori child matriculates through each academic area with confidence, providing assistance to younger students who are new to the environment. Coordination is developed while the child works with large and small motor activities. Concentration develops over time, while working in each area of Everyday Life.  Independence births from the inner-spirit of the child, granting the ability to care for personal needs, the environment and to work independently in the academic areas. Order is taught as the child is guided through the Montessori work and performing ground rules for the learning environment. 

The Montessori materials are presented in sequence to assure the success and independence of the child.   Work is always presented from left to right and from top to bottom. We begin with large materials and move to breakable ones as the children work towards mastering handling delicate, and smaller objects. Children use their hands before adding tools, then larger tools before smaller tools are introduced.  The medium used in work (beans, rice, beads) are in sequence to very large, medium, and then very small.  Dry activities are presented before wet, and short activities are introduced before long work.  

Everyday Living consist of four main areas: physical skills, care of the person, care of the environment, also grace and courtesy.  Within these activities the child learns how to follow a sequence of steps. 

The development of fine motor skills is the focus of the physical skills component of Everyday Living.  

Watching a child, makes it obvious that the development of his mind comes about through his movements.” Maria Montessori 

Pouring, twisting, threading, carrying a tray or mat, squeezing, etc., prepare children with skills needed as they advance through the other learning areas of the Montessori setting.  Children learn how to hold a pencil properly, how to you stabilise objects with their subdominant, and read/write from left to write due to the order presented by the teacher while guiding the child through the work.

The care of the person area includes work that will help the child take care of themselves. Maria Montessori created some authentic material to support the Montessori curriculum, but the only material she designed for Everyday Living were the dressing frames.  These frames included work for children to learn how to button, snap, tie, lace, and zip their clothing.  The other work is brilliantly created by the teacher to present self-care skills. Washing a doll demonstrates how to wash their own bodies, or styling a wig allows the child to learn to groom their hair.  Polishing shoes, folding laundry, and scrubbing their nails are some other skills independently performed by young children. 

Care of the environment introduces the child in caring for and cleaning-up their surroundings.  Children love to use a carpet sweeper, or broom and dust pan, wash dishes, watering plants and prepare the table for eating.  Everyday Living includes children in the routines and procedures of maintaining their homes, they want to help.  Maria Montessori said, “help the child do it themselves.”  Children find freedom in completing task that usually need adult assistance, with only minimal guidance. 

Grace and courtesy is also presented to the children during the Everyday Living learning while the intent is for them to use proper manners and practiced etiquette as a part of their everyday activity.  Formal greetings, including hand shaking, use of proper voice levels, respecting others and materials, lessons including saying “please” and “thank you”, “excuse me” and getting someone’s attention without interrupting.  Children also learn to demonstrate resolving conflict and finding their inner peace.   

Nutrition and food preparation is incorporated in Everyday Living through use of various food prep tools and hands-on utensils children utilize for preparing nutritious snack.  The teacher guides the children through lessons on table manners, cleanliness, and safety, as well as, personal nutrition and health.

The teacher is the Montessori environment only guides the child through learning, and facilitates new opportunities daily for the child to discover and explore in a self-directed manner. Montessorians believe the child’s execution of the Everyday Living work, is the premise for all future inner success gain academically and developmentally.  

BIBLIOGRAPHY 

Source: Linda Seeley. 1987.Revised by Debra Gorman Cagle,ADMTEI and IUSB/MTA,2009-2010

Montessori, M. (2016).  Dr. Montessori’s Own Handbook. San Bernadino, CA (Original work published New York: Schocken Books, (1965)

Cushman, C. (2014). Montessori-Why It Matters for Your Childs’s Success and Happiness. The Paper Tiger, Inc.

Lillard, A. (2007). Montessori – The Science Behind the Genius. Oxford University Press