Language. merely set. is a system of symbols with an agreed upon intending that is shared within a group of persons. Maria Montessori understood that kids have to larn linguistic communication. that it is non congenital. She besides understood the stripling head has a long sensitive period for linguistic communication. Because linguistic communication is profoundly connected to the procedure of thought. the kid will necessitate to be spoken to and listened to frequently.
Each kid learns linguistic communication at their ain rate and gait. There can be different factors. such as a kid larning multiple linguistic communications at one time. Most frequently. with small attempt. the kid will be able to larn unwritten linguistic communication by being in an environment that Fosters conversation. Early on. yearlings will get down to do knowing sounds. “At one twelvemonth of age the kid says his first knowing word…his babble has a intent. and this purpose is a cogent evidence of witting intelligence…He becomes of all time more cognizant that linguistic communication refers to his milieus. and his want to get the hang it consciously becomes besides greater… . Subconsciously and unaided. he strains himself to larn. and this attempt makes his success all the more amazing. ” ( The Absorbent Mind. p. 111 ) Most kids by the age of two will hold a rapid growing in linguistic communication comprehension. Towards the terminal of the 2nd twelvemonth the kid is able to unite two or more words into basic sentences. “Every child…bursts out with a figure of words all absolutely pronounced. And all this occurs at the terminal of the 2nd twelvemonth of his life. ” ( The Absorbent Mind. p. 103 )
The directress plays the most of import function by giving objects labels within the environment. It is indispensable that all linguistic communication be given to a kid within a context. The kid needs to cognize the names. labels. and the significance of things in the environment in order for them to hold relevance. “At about a twelvemonth and a half. the kid discovers another fact. and that is that each thing has its ain name. ” ( The Absorbent Mind. p. 113 ) This allows the kid to see and understand the greater image of things and gives things intending. Once the greater image is achieved. it can so be broken down into smaller inside informations.
The Montessori linguistic communication stuffs isolate elements of linguistic communication and offer ‘portals’ for the kids in the geographic expedition of linguistic communication. Maria crafted the stuffs to be presented to the kid in the same mode in which they learn unwritten linguistic communication. get downing with nouns. articles. adverbs. etc. After a new construct is presented to the kid. there should ever be a return to the original environmental linguistic communication utilizing storytelling. poesy. storybooks and mundane address. This allows the kid to clearly see how the new construct is applied. with context. in our universe.
The Montessori preliminary linguistic communication exercisings give the kid the vocabulary for objects in the immediate environment. Three portion cards with appropriate nomenclature are a fantastic stuff to present new vocabulary for nouns. Sandpaper letters are a great tool to present the kid to the sounds of alphabet. Puzzles may besides be placed on the shelf. for they indirectly teach the left to right reading manner. By the clip the absorptive head of the kid has reached the age of six. they will come to understand that the sounds and words have significance and that these symbols can be used in composing. The Montessori course of study helps the kid develop composing accomplishments through many stuffs. Tracing the emery paper letters. working with the movable alphabet. metal insets. every bit good as utilizing the sand tray. all help learn missive formation. A soundless assistant in the Montessori schoolroom is the practical life country. In the practical life country. you will happen many occupations that indirectly teach proper tweezer clasp for keeping a pencil.
Introduction to reading comes through phonic reading boxes. The reading boxes are smartly organized. traveling from simple to the composite. Reading does non follow the same procedure of authorship. which is taking our ain ideas and typifying. When we read. it is non our linguistic communication with which we are working with. it is the author’s linguistic communication. Reading is the analysis of the linguistic communication followed by a synthesis. Story stating and socio-dramatic drama in the environment can assist the kid develop an imaginativeness that fosters a higher capableness to understand what is being read to them.
The Montessori linguistic communication plan is like no other. With a prepared Montessori environment. the kid can boom in orally. in their script. and in conclusion in their reading.