As young children become calm and orderly, they begin to show interest to concentrate and handle materials of their own choice in an intelligent, useful manner. Then, based on the child’s interest in receiving guidance from the teacher in some particular piece of work, you use the sensorial introduction lesson presentation to show the specific handling procedures for that work.
The Sensorial introduction lesson presentation especially aims to link a child’s natural interest with some specific physical object or piece of work in the environment. Concentrating on this work then brings about favorable progress towards normal development in harmony with laws of nature.
In this lesson presentation type, you show the child “how to handle” a piece of work by following an orderly sequence of steps: (1) identifying the child’s interest in this interaction with you, (2) positioning yourself with the child at the shelf where the materials are kept when not in use, (3) removing the materials from the shelf to the place where you will give the demonstration, (4) give the demonstration, and (5) leave the child alone to continue with the work on his own.
Showing the Movement
After the child shows interest in an interaction with you, be with the child at the shelf, to then get the child’s attention with eye contact and say, “Watch”. For ordering materials, such as sequential blocks, take out each piece singly, using the same handling action for each one. This respects the protocol, same routines all the time, to avoid confusing the child with random, awkward, or disorderly movements.
Following the protocol take out everything, remove ALL the objects of a particular piece of work. If too big to carry all at one time, carry each object separately to the designated workspace area you are using for the demonstration, either a floor mat or table area.
Personally, you carry only the first few objects to minimize the possibility of the child imitating any careless mistakes you make in the process. Then, after carrying the first few objects, invite the child to get the next one. For example, with a set of 10 objects, show the handling routine with only the first three pieces. Following the protocol enhance independence, then turn over the carrying task to the child, using the phrase “Would you like to get the next one?”
Inviting the Child
When the materials are all laid out at the workspace, show the handling details for the material. Following the protocol least amount of adult involvement, show only just enough to get the child started with the materials, such as only the first three pieces of an ordering sequence of 10 objects. Then, invite the child to continue, saying, “Would you like to do the next one?” As soon as the child begins to handle the materials on his own, move far away, ideally to your stationary “observation” position outside the activity area of the child. Hopefully, the child will then continue to work with the material in a concentrated manner for some time, and put it away on his own when finished.