Geometric Solids, Stereognostic bags and some more....

 To help refine stereognostic sense

I have often wondered why Geometric solids were first, then the bags, and then the rest of the exercises.

Geometric solids - Although they vary, they are regular in dimensions like the geometry cabinet. The child who handles these solids is given many many experiences with holding them, carrying them, feeling them, and then given the names

Now I am just going to write down a few reflections:

• Geometric solids carry everything that the child knows from the geometry cabinet. It gives a more realistic perspective of shapes that they can see in buildings, pictures, and things around them for children. Here there is no abstraction of a single quality, but the amalgamation of abstraction of many qualities put together. It is kind of giving an idea of stereognostic sense as a whole with this material- and then going into specifics
• The structure of the 3-period lesson is followed to a certain extent here- You give the names and then ask the child to touch, visualise and name the solid (like the 3rd part of 3 periods)
• The exercise is like the 2nd period of 3 period - like you ask for a solid and then the child picks among the solids
• Throughout these materials, the colour is tried to be kept as a constant factor in bags...
• 
  Across all the 4 bags -after passing on the idea of visually seeing the objects with hands, now its time to find identities, finding the gradation among a few things - All these exercises appeal to me as though they help in the acquisition of knowledge and mystery bag is kind of application of your knowledge built so far.
• I have read somewhere that children can even describe the things they take out of a mystery bag and we may keep objects more difficult to feel, more difficult to describe like a pod of cardamom.
• Now coming back to solids and cards- I wonder what is the point of interest with these? Now that children have gathered a sense of solids, its time to apply that and see how they are all related -exploration - so what do we have to really pass on - how many solids can fit a shape or sometimes one solid to one shape mapping or take a solid and how many shapes actually fit in.I was always carried away by the technique of this exercise and got confused in the beginning.....and it's all coming back to the geometry cabinet in a way...