In this video I use materials from
Nienhuis Montessori | The Original Montessori
Cylinder Blocks Material:
4 wooden blocks containing 10 cylinders with knobs each which fit into corresponding holes. The 4 sets of cylinders show (materialize) all the differences in dimension that exist in objects.
Block 1: The height of the cylinders is the same while the diameters decrease from thick to thin. This set shows differences in 2 dimensions, width and length.
Block 2: Beginning with the smallest, the cylinders increase in all 3 dimensions: width, length, and height.
Block 3: The difference is in 3 dimensions; the thickest is the shortest while the tallest is the thinnest. They increase in height while decreasing in diameter.
Block 4: The cylinders all have the same diameter — width and length — and decrease in height only.
Presentation:
Invite the child
Show the child how to hold the block, with two hands, one hand on each side, in front of you, away from the body
Have the child bring the block to the table and place it very gently and sit down
With your pincher grip take out the cylinder one at a time, start with the largest one (largest one on the left) from left to right, place it on the table in front of the block (mixed). Make sure the last one (thinnest one) place it on the table on the left side because it will go first.
Show the empty block on the child and
Start put them back, start from the most left cylinder to the right,
Look at the base of the cylinder and place it (straight) to corresponding hole
Do the same until you place all the cylinder blocks inside the holes
Invite the child to work with this block as many times as he wants to and put it back to its place
Note:
Once you show him this block number one, you can invite him to work with other blocks
It can be presented on the mat on the floor but with a sturdy board
Following exercises: never present them on the same day, introduce one presentations at a day
The cylinder blocks the child works on: contrast, similarities, gradation
Following Exercise:
Once a child has work repeatedly and successfully with all the blocks individually, he can start working with:
Two Blocks
Invite a child to have carry one block and you carry the other block
Tell the child that we can place the blocks on the table in three different ways
The guide help take out all the blocks wherever the child wants
Invite the child to put the cylinders inside the block by himself
Have the child to put them back
Note:
Start with Block 1 and 2 but later we can presents with any block
Three Blocks
After the child can do two blocks successfully
Invite a child to do the activity
Together with the child, brings three blocks on the table
Let him know that he can put the blocks anyway he wants for ex: triangle shape
Take out all the cylinders inside the triangle
Have the child put back all the cylinders in the corresponding holes
Put the block back
Four Blocks:
After the child can do the three blocks successfully
Usually with four years old and working together with other child
Invite a child to do the activity
Together with the child, brings four blocks on the table
Let him know that he can put the blocks anyway he wants for ex: square shape
Take out all the cylinders inside the square
Invite the child put back all the cylinders in the corresponding holes
Have him put the block back
Language:
Language is given after child can do with the materials comfortable and correctly, so he has lots of experience for sensorial and it given using three period lesson
Block 1: Thick and Thin
Block 2: Large and Small
Block 3: No language
Block 4: Tall and short - Shallow and deep
Comparative and superlative:
Positive - Comparative - Superlative
Thick - Thicker - Thickest
Large - Larger - Largest
Note:
This game can be done by two children
When carry the cylinder, the child can bring on his hands (with pincher grip on the knob and the other hand on the bottom of the cylinder) without the tray
Control of Error:
In the material because the holes in the block serve as a mechanical control of error
Direct Purpose:
Refinement of visual sense
Visual discrimination of dimensions
Development on stereognostic (all around knowledge) when using the blind fold
Age:
3 - 3 1/2
Sensorial material requires concentrations, interest and observation on the part of the child. This is the reason why it should be presented when the child has develop at least a certain amount of concentration and able to work independently which had been gained in practical life. Therefore the age can not be strictly divined
