Sensorial games are to be introduced to the child when the child’s interest in the materials is waning and to bring new interest to the material the child already know very well. These games could also be shown to bring the older to revisit the material and can be given before of after the language is given, depending on the game itself. And finally, the games help the child make classifications before moving on to another piece of material.
- To prolong the activity with the material which will assure a stronger absorption by the child.
- The games work as a stimulus in discovering more variations of the material.
- To help the directress verify the child’s language of the material.
- To bridge the work of quantity and to allow the child to discover the quality of the materials in the word around him.
Once two different tables or mats have been placed at a distance from one another, place one of a pair of materials, one on each mat/table. The directress then selects one of the pairs, experiences it and allows the child to experience it, and then have the child fetch the match from the other mat/table. Repeat this until all of the matches have been matched.
Once two tables or mats have been placed at a distance from one another, place the grading materials at random on one of the mats/tables. Pick up one of the extremes (for example the largest cube in the Pink Tower), and place it on the other mat/table. Then have the child bring over to the second mat, the next size up. Work you way up to the smallest cube.
Once two tables or mats have been placed at a distance from one another, place the grading materials at random on one of the mats/tables. Pick up one of the pieces near the middle (for example one of the middle sized cubes in the Pink Tower), and place it on the other mat/table. Then have the child bring to the other mat the next size up or down.
NOTE: For this game, the child must have had language.
This game is to be done in a group. The directress would have the children sit in a circle around a mat. She would then hand out the material (for example one cube of the Pink Tower to each child). The children hold the cube behind their backs and feel them. The directress would then ask for the largest cube to be placed on the mat. By feeling their cube, the children are being asked to feel for the recognition of the sizes of the cubes. Continue asking for certain cubes working your way from the biggest cube to the smallest cube, until all the cubes have been placed on the mat.
Game 4: Material to the Environment
After a mat has been rolled out, place the color tablets onto the mat at random. The directress can point to one of the colors/shades and ask the child to find something in the environment of that same color or shade. Repeat for all of the colors or all of the shades of color.
Game 5: Environment to the Material
(This is a similar game to the game above, but this time, the child will be asked to find the piece of material that is closest to something specific in the environment.) After a mat has been rolled out, place the red rods or the color tablets at random onto the mat. The directress will then show the child something in the environment, for example a leaf or the length of a table, and ask the child to find the color tablet closest to the color of the leaf or the rod closest to the length of the table.