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Understanding the Sensorial Environment Series: Part 4July 15, 2008 by Miss Norma | No comments

Sensorial lessons for the most part are given in silence. Language is used to name the lesson at the beginning and to invite the child to work with the material at the end of the presentation. When language is used during a lesson the directress has to remember to use very precise vocabulary. It is important to be specific and limited with the terminology used. Language is only used during a lesson when the Color Tablets are presented and when giving a Three Period Lesson. In the case of the Color Tablets, the directress needs to talk in order for the child to understand the matching aspect of the lesson and to tell the child the name of the colors.

In the first part of the Three Period Lesson the directress is giving the child the names of the objects so that the child can associate the object with its name. During the second part the directress employs a recognition technique, saying such words as “show me,” “touch,” “give me,” and other related actions. The third phase consist of asking, “What is this” questions. Sensorial lessons should only be supplemented with language when the language used will assist the child in successfully completing the activity.

The Sensorial technique is a multi-faceted method of learning. Through the use of singular quality focus activities the child’s senses are awakened. The sensory revelation that is experienced by the child during this period leads to a greater intellectual capability. The sensorial practice sets the groundwork for further intellectual growth. The crucial roles the senses have in education are illustrated through the connection between the various sensorial experiences the child has and all of the activities in the Sensorial environment.