How Does Activity with the Sensorial Materials Encourage...

â€Å"The senses are points of contact with the environment.† How does activity with the sensorial materials encourage observation and perception of the environment? The child in his mother’s womb is a physical embryo; He develops his physical structures and increases in size while in the womb. Once he is born, leaving the comfort of his mother’s womb, he must go through a phase of reconstruction or incarnation. He must become like his parents in movement, speech and other areas. To do this he does not possess fixed or predetermined instincts dictating his development like in animals who immediately behave like their parents once they are born. He possesses predetermined patterns of psychic unfolding. He gradually unfolds to exhibit the†¦show more content†¦Only at this time can he learn a skill effortlessly. â€Å"He makes numerous acquisitions during the sensitive periods which put him in relation to the other world in an exceptionally intense manner†. (The Secret of Childhood, Chapter 7, Pg. 39). It is a time of intense concentration and mental activity and is driven unconsciously by an inner force that the best w ay an adult can support this passion is to prepare the environment and encourage this special time of learning. When one of these psychic passions is exhausted, another is enkindled. Childhood thus passes from conquest to conquest in a constant rhythm that constitutes its joy and happiness.(The Secret of Childhood, Chapter 7, Pg. 40). Maria Montessori describes it as a window of opportunity. There are six sensitive periods common to all children from birth till age six. They are those for order (Between 1 to 2 years), Small Objects (between 1 to 2 years), Co-ordination of movement (Between 21/2 to 4 years), Social aspect of life (2 to 5 years) and Language (From birth till 6 years). It is most important that the adult knows when a child is going through a sensitive period so as to encourage this learning time by giving the child the necessary materials he would need. If a child of his own free will keeps repeating an activity over and over again, shows a special attraction to a particular object, material orShow MoreRelatedIn What Way Does Using the Sensorial Materials Help the Child’s Whole Development? Give Examples2247 Words   |  9 PagesASSIGNMENT TOPIC: In what way does using the sensorial materials help the child’s whole development? Give examples â€Å"All knowledge comes through the senses† – Aristotle The word sensorial is derived from the words sense or senses. The conventional five senses, attributed to Aristotle, are classified as sight, hearing, touch, smell, taste. However, humans have at least nine different senses including interoceptive senses such as thermoception (heat, cold), nociception (pain), equilibrioceptionRead MoreSensorial Materials3113 Words   |  13 PagesEssay 15: What is the purpose of the sensorial materials? Describe the essential qualities needed in a sensorial apparatus. â€Å"The first of the child’s organs to begin functioning are his senses....instruments by which we lay hold impressions, and these, in the child’s case, have to become â€Å"incarnated†, made part of his personality.† The Absorbent Mind, Chapter 8, p. 84 A child’s journey in life begins as a physical embryo right from the time that he is in his mothers wombRead MoreWhy Are Montessori Materials Essential Parts of the Prepared Environment? 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Introducing the educational materials to the child, so that the child can perform and work with them in a purposeful manner while, It is said that the Activity of the child will become purposeful only when or if the materials used is for the purpose it has been created. 2. Presentations in MontessoriRead MoreArchitectural Psychology : a Tool to Understand Child’s Perception of Space7807 Words   |  32 PagesAIM AND OBJECTIVES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ IV. SCOPE AND LIMITATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ V. THEORETICAL FRAMEWORK 5.A. ARCHITECTURAL PSYCHOLOGY EXPLAINED 5.B. DESIGNING FOR CHILDREN 5.C. AN ENVIRONMENT THAT POSITIVELY IMPACTS YOUNG CHILDREN 5.D. SPACES DESIGNED FOR CHILDREN IN SCHOOL VI. METHODOLOGY VII. OPERATIVE FRAMEWORK 7.A. IMAGE 7.B. 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