Module 3 • Teaching Methods
UNIT 2 7. Sensing and knowing
Introduction “Sensing and knowing” refers to the child’s relationship to the world – his place in it. The child is made aware of his senses and their functions, the possibilities they offer and their limitations.
These senses should be stimulated as much as possible to perform at their best.
We can “see” with our mind as well as with our eyes. The mind, together with the eyes, form our visual world. Our world consists of what our senses provide in terms of colour, form, sound, texture and taste.
We can “feel” with our hearts as well as with our hands. Sensing begins in the embryonic stage of the baby but takes a long time to develop to its full potential. The development only comes through stimulation.
In the MATAL programme these senses are dealt with in the following stages:
1. Using the sense organ and gaining knowledge of the sensations absorbed through it. 2. Examining the influence of the sense organ by preventing or eliminating its ability to function.
3. Attempting to employ alternative senses. 4. Examining the effect of an external disturbance on the performance of a sense organ.
UNIT 2 CONSISTS OF SEVEN CHAPTERS:
Chapter 1: Me and my body Chapter 2: Chapter 3: Chapter 4: Chapter 5: Chapter 6: Chapter 7:
Seeing and knowing what we see Hearing and knowing what we hear Smelling and knowing what we smell Tasting and knowing what we taste
Touching and knowing how the skin feels Sensing and knowing
Each chapter includes activities which are adapted to a wide variety of learning situations.
7.1 UNIT 2 – CHAPTER 1 Me and my body
Objectives: Why do we teach this topic?
1. To help the child develop a physical awareness of himself. 2. To develop skills that might help the child to recognise the physical structure of the part of his body and the actions he can perform.
3. To help the child learn about the physical similarities and differences between himself and others.
110
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162