Sensorial Activity Lessons for Toddlers

FROEBEL GIFT BAG

GEOMETRIC SOLIDS
CYLINDER BLOCKS
SORTING AND MATCHING
FABRIC BOXES
SILVER WEAR SORTING
COLOR BOX ONE
THERMAL TABLETS
PINK TOWER
 FROEBEL GIFT BAG: STEREOGNOSTIC SENSE
DEVELOPMENT

Exercise One

Note: this is the first step in a series of sorting exercises.

Materials: Bag containing cubes (a cube is a solid where all the sides are square
shaped) and rectangular prisms (a rectangular prism is a solid where all the sides are
rectangular), a small mat, and a blindfold. Shapes can be changed periodically.

Presentation:
1. Open bag and peek in.
2. Shake objects out on mat, close bag, and set bag aside.
3. Pick out one object, close eyes, and feel the object all over, accenting sides. Return
to pile.
4. Pick a different shape, close eyes, feel it, and return to pile.
5. Pick out one object; separate it from the rest. (Upper left corner of mat.) "This is a
rectangular prism."
6. Pick another and identify it.
7. With eyes closed, say, "Let's see if I can recognize them with my eyes closed. I'll let
my fingertips see."
8. "This is a rectangular prism. This is a cube." Continue sorting out the rest of the
blocks.
9. Say to child, "Would you like to try?" If he says no, say, "Would you like me to show
you how to put this work away?"
10. Or, "Let's try something else." Put the blocks back in the bag and put on the
blindfold. "Let's see if I can feel what they are from outside of the bag. I think I feel a
cube. I feel a rectangular prism."
11. Continue until you have all of the blocks in separate piles, "This is a rectangular
prism. This is a cube. Oh, this is another rectangular prism." When finished, check to
see if you were correct.
Never force a child to wear the blindfold. If they peek, it doesn't matter so long as they
have the experience and enjoy it.

Control of Error: Visual

Visual Aim: Development of Stereognostic Sense
Age: Two to Three.

Resources:
 Google images
 "Building Blocks Friedrich Froebel" blog post from Living in a Pink House blog
 Buy at $ Kangaroo Boo or $$ Root for Kids
 Compare Shopping
 GEOMETRIC SOLIDS

Material: Basket containing rectangular prism, cylinder (like an C or D battery),

triangular prism (has a base with three sides)...

Pyramid (has a base with four sides), cone, cube, sphere (solid cirlce, like a ball, ovoid
(solid oval), and ellipsoid (solid ellipse).

An oval is the shape of an egg, an ellipse has two equal sides, "The earth makes an
ellipse around the sun."
Initial Presentation:

1. Remove one object from basket, roll in hands feeling all surfaces and along edges
where appropriate.
2. Ask child, "Would you like to feel it?"
3. Place abject on mat.
4. Continue with all shapes.

Second Presentation: another day or you can do this as a second presentation.

1. Give names.
2. Bring out one object at a time, "This is an ovoid."
3. Continue with all shapes.

Third Presentation: another day or you can do this as a third presentation.

Additional Material: A cloth large enough to cover basket or a small backpack or a

colorful canvas bag.
1. Cover basket with cloth or place all the geosolids in backpack or canvas bag.
2. Reach under cloth, "I think I feel a cylinder."
3. Ask child, "Would you like to feel?"
4. Continue with all shapes.

Control of Error: Visual

Direct Aim: To make aware of geometric shapes and solids.
Indirect Aim: Prepare for Geometry.
CYLINDER BLOCK: VISUAL DISCRIMINATION OF DIMENSIONS

Material: Four Wooden Blocks containing ten cylinders each. Each block is different in
two, three, or one dimension, this being the order in which the child is to work with them.

Presentation of Color Block One: differs in two dimensions, height remains the same;
language "thick, thin."

Note: This presentation is given only with Cylinder Block One. Once the child has
worked with it sufficiently, he may work through the remaining three without a lesson.

1. Take Cylinder Block one to mat.

2. With writing fingers, grasp knob of one cylinder and lift out of block onto mat.
3. Continue in this manner, mixing the cylinders as you place them on the mat.
4. Take a good look at all of the cylinders; slowly search for the largest cylinder and pick
it up with your writing fingers.
5. Search on the block for the place the cylinder belongs, again look at the cylinder, and
insert it into its proper place.
6. Search for the next largest cylinder; look carefully for its place, look at the cylinder
again, and place it in the block.
7. Continue, following this same procedure until all of the cylinders are replaced into the
block.
8. Ask the child, "Would you like to try?"

Control of Error: Visual in material.

Direct Aim: Visual discrimination of dimensions.
Indirect Aim: Preparation for writing and mathematics.
Age: Two and one-half to three.
CYLINDER BLOCK ONE
 Differs in two dimensions, height remains the same.
 Language: Thick, Thin.

CYLINDER BLOCK TWO
 All dimensions change from thinnest is tallest, thickest is shortest.
 Language: Thin, Tall, Thick, Short, Broad, Narrow.

CYLINDER BLOCK THREE
 All dimensions change from thinnest is shortest, thickest is tallest.
 Language: Thin, Short, Thick, Tall, Deep, Shallow.

CYLINDER BLOCK FOUR
 Only the height changes.
 Language: Tall, Short.

Resources:
Visit my SmugMug online gallery for Cylinder Block pics. Password is <blockone>.
You can see a nice picture here: "Two children working with the cylinder blocks".
And a "Montessori Lessons" picture H.
 SORTING AND MATCHING ACTIVITIES

Sorting and matching activities are sensorial activities (they are absorbed through the
senses) which teach the child 1) to match (and later grade) and to learn the concept of
what is the same and what is different, 2) to build concentration and focus (attention
span), 3) to develop fine motor movement (the coordination of the hands and fingers),
and 4) to "isolate for the child the properties of things" (things that are cold, hot, blue,
red, etc.).

The four areas of the sensorial activities are 1) the introduction of the material to the
child, 2) the child's manipulation with the material, 3) the child's repetition of the
material, 4) the child's use of language with the material (small, big, short, tall, thin thick,
loud, soft, etc.).

When creating sorting and matching activities, it is important to use real-life objects
(objects that represent the real world): choose objects from 1) around the house, 2) the
backyard, 3) objects found in nature, 4) objects that represent real-life things, and 5)
objects used in practical life activities. Ideas for real-life sorting objects: earrings, baby
socks, feathers, coins, nuts and bolts, shells, beads, buttons, fabrics, clothespins,
silverware, and stones/gems/rocks.
When presenting a sorting and matching activity, always go from left to right and top to
bottom.

Going from left to right and top to bottom teaches sequencing and organizational skills
and is also an indirect preparation for writing, reading, and math skills.
During a sorting and matching activity, you may need to help the child complete the "full
cycle of the activity" (set up the activity, do the activity, and put the activity away).

Language (the names of the objects) comes only after the child has had hands-on
experience with the objects and has matched/sorted the objects.

When you give the language to a sorting/matching object, you can use the Classified
Picture Cards as your model… Take out one object and place it on the mat, ask the
child the name of the object, if the child knows the name, place it in a pile on the top
right of the mat or rug, if the child does not know the name, place it in a pile on the top
left of the mat or rug. After you have gone through all the objects, take an object from
the pile at the top left of the mat/rug, place it in front of the child (still on the mat/rug),
and say the name of the object. Ask the child to repeat the name, then place it back in
the container. Continue with the other objects. At a later date, you can give a Three-
Period Lesson.

Sequence of early sorting and matching activities:

1. Match three then four pairs of (realistic) contrasting objects together

2. Sort two or three small sets/groups of objects together (sets/groups that have three or
four objects in each)

3. Match three or four objects to three or four pictures (of the objects)
4. Match three or four pairs of pictures together
 FABRIC BOX ONE: TACTILE SENSE DEVELOPMENT

Material: Contains six pairs of greatly contrasting fabrics, contrasting both in color and
texture; also, a bowl of warm water and a towel.

Presentation:
1. Soak fingers in warm water, dry with towel, and massage fingertips for greater
sensitivity.
2. Take one fabric square of each pair from box.
3. Feel them one by one, using both hands and rubbing against the cheek.
4. Invite the child to feel the squares also.
5. Take second lot from box and mix with first.
6. Say to child, "Let's see if I can find one that feels like this."
7. Invite child to try to pair them, first by color, then have him close his eyes and
compare just by feel. (With his eyes closed you have the chance to offer very
contrasting textures to compare.)
8. Then do the exercise blindfolded. (This serves as an introduction to the Fabric Boxes.
If child is interested, go on to Box No. 2.)

Control of Error: Visual and tactile in material.

Direct Aim: Refinement of Tactile Sense.
Indirect Aim: Preparation for work, with fabrics

FABRIC BOX TWO: TACTILE SENSE DEVELOPMENT

Materials: Contains six pairs of fabric squares with contrasting colors, but only slight
variations in texture. Also use a pan of warm water and a towel.

Presentation:
1. Let the child go through the materials, familiarizing himself with them by pairing by
sight and feel.
2. Blindfold the child. Take five or six pairs of fabric squares from the box and mix them
well.
3. Give the child one to feel, then hand him a contrasting square. Ask the child, "Does
this feel the same?" Child: "No." Right away, give him a matching one. He will match it.
4. Give the child another one to feel: then give him two not the same, with the third the
same, etc., alternating and with variations for more interest.
5. Then give him two different kinds of squares and say, "Feel these." Then add, "Now
put them down." Pick up two more, one of which is like one of the squares in the first
group. Ask the child, "Is there one here that feels like one you had before'"

Control of Error: Visual and tactile in material.

Direct Aim: Refinement of Tactile Sense.
Indirect Aim: Preparation for work with fabrics.

Language: After the child is through with both Fabric Boxes, names of fabrics may be
introduced. Tell him to remember with his fingertips how they feel.
 SILVER WEAR SORTING

Exercise One Sorting

Materials: Three or four matching spoons and forks, a mat, and a container (for the
silverware.)

Sit next to your child, working from left to right, set down the container with the
silverware in it, and the mat. Ask the child, "Do you know what these are? These are
forks and spoons and we are going to sort them. First it is my turn."

Pick up a spoon from the container and place it at the top left of the mat.

Now pick up a fork and hold it next to the spoon, ask the child, "Is this the same? No."
Then place it at the bottom left side of the mat.

Take another fork and hold it next to the spoon, ask the child, "Is this the same? No."
Then place it at the bottom left side of the mat, next to the first fork.

You want to begin using the terms "Is this the same?" so the child can learn the
meaning of "same" and "different."

Pick up a spoon from the container and hold it next to the spoon, ask the child, "Is this
the same? Yes, this is the same." Place the spoons next to each other.

Continue sorting the spoons and forks.

Now put them back in the container, one at a time! Do not pick up all the spoons and or
all the forks at one time! This is a common error that many Montessori teachers make
who do not have enough experience or forethought. This ability to put works away, one
object at a time, will become especially important when children start doing works
together, and have to take turns. They cannot take turns independently if one child tries
to take all the spoons and put them away, because the other child will protest that they
did not get a spoon, or they will try to race to get all the spoons or as many spoons as
they can.

Secondly, there is a calmness and orderliness that happens in the environment when
the children can put one object away at a time, verses chaos and confusion.

So with any work, always, always put one item away at a time; and if doing a work or
having a lesson with a child, say, "Your turn!" And wait while they take a turn to put one
object away, and eventually they will learn to say, "Your turn!" back to you (and to
another child!).

Exercise Two Matching

Materials: Two matching tea (or small) spoons, two matching forks, two matching butter
knives or two matching large serving spoons if you don't want to use butter knives; a
mat, and a container (for the silverware).

Sit next to your child, working from left to right, set down the container with the
silverware in it, and the mat. Ask the child, "Do you know what these are? These are
forks and teaspoons (and butter knives or serving spoons) and we are going to match
them. First it is my turn."

Pick up a butter knife from the container and place it at the top left of the mat.
Now pick up a teaspoon and hold it next to the knife, ask the child, "Is this the same?
No." Then place it at the middle left side of the mat.

Take a fork and hold it next to the knife, ask the child, "Is this the same? No." Then hold
it next to the spoon, ask the child, "Is this the same? No." Place the fork at the bottom
left side of the mat.

Continue until you have matched all the silverware.

Now put them back in the container, one at a time!

Exercise Three Sorting

Materials: Three or four matching spoons, forks, and butter knives; a mat, a silverware
caddy with three compartments, and a container (for the silverware). If you have a
caddy with four compartments, use the first compartment (on the left) to place all the
silverware before sorting it.

Sit next to your child, working from left to right, set down the container with the
silverware in it, the caddy, and the mat. Ask the child, "Do you know what these are?
These are forks and teaspoons (and butter knives or serving spoons) and we are going
to sort them. First it is my turn."

Pick up a butter knife from the container and place it in the first compartment.

Now pick up a fork and hold it next to the knife, ask the child, "Is this the same? No."
Then place it at in the middle compartment.

Take a spoon and hold it next to the knife, ask the child, "Is this the same? No." Then
hold it next to the fork, ask the child, "Is this the same? No." Place the spoon in the last
compartment.

Continue until you have sorted all the silverware.

Now put them back in the container, one at a time!

 COLOR BOX ONE: VISUAL SENSE DEVELOPMENT

Material: Box containing six tablets of color, two each of the primary colors: red, blue,
and yellow.

Presentation:
1. Place container of color tablets on table.
2. With thumb and forefinger, grasping white ends of tablets, place tablets on table,
mixing colors.
3. Set container aside.
4. Mix colors again.
5. Select one color tablet, place on upper left hand corner of table,
6. Select matching tablet and place it horizontally beside the first making sure ends
meet.
7. Select a second color tablet and place it below the first one.
8. Select its matching tablet and place it beside it horizontally, making sure the ends
meet.
9. Select the third color tablet the same way and match it horizontally. You should now
have two rows of tablets side by side (but with two yellow tablets, not green tablets as
shown below).
10. Mix them up and ask the child, "Would you like to do it?'
11. Pick the tablets up one at a time, as before, and return them to the container.

Control of Error: Visual

Direct Aim: Visual sense development
Indirect Aim: Preparation for Art Work

Resources:
 Google images
 Videos YouTube: Child; Teacher;Three Period Lesson
 DIY with paint chips from Tot School blog
 DIY with paint chips from Momtessori blog
 DIY with clothes pins from My Homemade Montessori... blog
 DIY from Our Montessori Homeschool blog
 DIY with wood and paint chips from Pink and Green Mama
 Recommended what & where to buy (sites I buy materials from myself!):
o Amazon.com: Color Box $ from KidAdvance
o Compare Shopping
 Print out and make your own (all three color boxes) with PDF: Montessori Colour
Tablets by Jo Ebisujima
 THERMAL TABLETS: DEVELOPMENT OF THERMAL SENSE

Material: Tray with four pairs of tablets; one pair has cork top, one has wood, one
linoleum, and one glass. Modern box with four pairs of tablets; one pair is metal, one
pair wood, one felt, and one rock. You can make your own using four of the above, with
each tablet being of equal size and shape. You can also use a piece of carpet and or
tile. Keep them in a wooden box or basket.

Presentation:
1. Remove one of each of the pairs, feel them, and then place others on table at
random before pairing.
2. Pick out one tablet at a time, mixing them up on the table, and set the box aside.
3. Pick up one tablet, feel it, and place it at one end of the table. Pick up a different
tablet, feel it, and place it next to the first. Continue until you have one of each pair on
the table.
4. Ask the child, "Would you like to try?" "Try to feel it with the palm of your hand: your
whole hand." Continue until all eight are lined up on the table, in pairs.
5. Ask, "Watch what am I going to do now. I am going to mix them all up and pair them
with my eyes closed."
6. Pick up one, search for another like it and pair them. Ask child, "Would you like to do
it?"
7. As child "What does this feel like? Warm? Cold? Smooth? Hard?"
8. Then hand him two at a time. Hand him two contrasting ones. "Do these match?" If
he says, "No.", hand him the matching one. "Does this feel the same?" If he says, "Yes,"
then hand him another tablet, then a contrasting one, and ask, "Does this feel the
same?" If he says "No", give him another contrasting one and ask the same question. If
answer is "No.", then hand him a matching tablet. Continue until tablets are matched,
varying the order of presentation for continued interest.

Control of Error: Visual.

Direct Aim: Development of Thermal Sense and Sense of Texture.
Indirect Aim: To get child into differentiating textures and their heat; also, coordination
of body through focused concentration.

Language: Warm, cold, wood, felt, rock, and metal.

Note: In this exercise one element of difference is not isolated, in that the tablets differ
in color, texture, and weight. Be sure to relate this exercise to the environment (what
else is wood, metal, plastic, etc.).

Resources:
 Google images
 Amazon.com: $ Montessori Thermic Tablets from Kid Advance
 Compare Shopping
 PINK TOWER: VISUAL DISCRIMINATION OF DIMENSIONS

Materials: Four (or more) pink wooden cubes

Four (or more) pink wooden cubes varying in size from 1cm to 10cm.’s cubed, and
differing in all dimensions -- width, lengths, and height.

First Presentation:
1. Take pink cubes one at a time to the mat by grasping each cube with one hand and
holding it from the top and lifting. It might be necessary to place one hand under the
cube, especially for the child.
2. Mix the cubes on the mat.
3. Search for the largest cube. Grasp it with one hand from above, as before, and lift.
(This gives the child the muscular impression of size and weight.) Place the cube apart
from the others on the same mat, to begin your tower.
4. Search for the next largest cube; grasp in the same way and place on top of the first
largest cube, taking care to center it on the larger cube.
5. Continue searching for the next largest cube, and build the tower.
6. Ask child, "Would you like to try?"
7. When tower is completed, return cubes to rug, mixed up.
8. Ask child to have a turn.
Point of Interest: The Pink Tower is interesting to look down on from above.

Second Presentation:
1. Mix pink cubes on the mat.
2. Search for the largest cube. Grasp cube, as before, and place apart from the others.
3. Search for the next largest cube; grasp from top and place it on top of the first in such
a fashion that one corner and two sides of each cube aligns smoothly with the first cube.
4. Stroke with hands to check that two sides are smooth.
5. Continue searching for next largest cube and place them in the same way, checking
for perfect alignment.

Note: DO NOT let child play with cubes as blocks, only to make a tower (which the child
can also make on the rug, vertically no tower) or use with Brown Stairs and or Red
Rods (see lessons or BS & RR).
6. You now have two smooth sides and a pink stair on two sides. The edges of these
stairs have the exact width of the smallest cube.
7. To demonstrate this, push the smallest cube all along the two edges of each step of
the stair.

Point of Error: Visual discrimination.

Direct Aim: Visual discrimination of dimensions
Indirect Aim: Education of voluntary movement and preparation for the mathematical
mind.

Language: Big, Little, Large, Small.

Age: Two and one-half to three.

Resources:
 Google images
 Videos & YouTube: Child with PT.
 DIY (from wood) from Maybe Montessori blog
 DIY (plain wood) from A Handmade Childhood blog
 From The Joy of Learning blog (lessons, pics, and extentions of the PT)
 DIY for knitters! From 3Readers's blog
 Recommended what & where to buy (sites I buy materials from myself!):
o Amazon.com Pink Tower (KidAdvance, USA)
 o Book/s I own: Partners in Play: Creative Homemade Toys for Toddlers
see chapter 3, page 69 Stacking, Sortng, Nesting Toys (non-Montessori
and handmade!)

Lisa Nolan
Montessori for the Earth