The sensorial area of the Montessori classroom provides the child an opportunity to categorize and refine his/her senses and to broaden the child’s intelligence. The classroom and the sensorial apparatus that is used within a class allow the child to isolate the senses. This isolation is done because young children are unable to distinguish between all of the stimuli that he/she encounters. Through the isolation of the senses the child can use his hand, eyes, nose, ears and mouth to actively explore the objects within their environment.
The sensorial material, as is most of the Montessori equipment found in the classroom is auto-educated and auto-corrected; meaning the control of error lies within the material. It is very obvious to the child if an error was made. This allows the child to teach him or herself.
The exercises in “sensory education” are also laying a foundation for future writing and math skills. This is the child’s first introduction to quantity and the material is presented on a mat or table in a left to right fashion.
The early years of a child’s life are marked with rapid physical and mental development and the child has an innate desire to learn. Therefore, it is our duty to provide the child activities that they need. Sensory education is very important at this stage of life. The child is not yet interested in the reason of intellectual activity but is more interested in the stimuli surrounding the child throughout the day. Additionally, the subtle increases in the child’s attention span working in the sensorial area of the classroom better prepares them for the more challenging work that lies ahead of them.