A child is born with what he needs to develop language. There are many ways we adults can enrich a young child’s language development. We know that children will learn to speak as long as they are exposed to some language early in their development. Reading and writing, on the other hand, need to be taught to the child. A child will learn the words that he is offered through his environment. {Enters the adult.} We have the power to carefully prepare the environment for language development. In other words, to make this environment rich and full of language learning opportunity. Language permeates every area of Montessori learning with Nomenclature cards and the three-period lesson, for example.
We know that early in life a child absorbs language with little effort. He creates an internal understanding of his environment. He must practice using these words during this time. We can help by repeating words, speaking clearly and using words, especially new words, in complete sentences. The three-period-lesson is very useful during this time. Point to the object, say the name of the object: “This is a pencil.” Then ask the child: “Show me the pencil.” Then point to the object and ask the child: “What is this?”
As phonetic awareness enters the arena of development a child begins to understand that different letters and letter combinations have different sounds. At this point the child is no longer absorbing effortlessly, he must begin to organize what he has absorbed during the first three years. The alphabet is one example of how a child organizes this learning. Adults can help with songs, rhymes, poems, by tracking the words and sentences as we read books to him, playing I-Spy with letters and sounds, and by encouraging the child to sound out words by himself. As he becomes more and more aware, the then begins to understand that by putting together letters, we make words.
Here is how I’ve thought about the first 3 to 4 years of my sons’ language program:
Learning to Speak (or “Preliminary Language”)
Language should be presented to the child within context. This approach will help the child make the connection to his world. Montessori isolates pieces of language and gives a guide to the child as he explores his environment. Language introduced follows the same path as speaking. So a child learns nouns first, then articles, then adverbs and so on. Once a new piece of language is introduced, a child should practice telling stories, writing poems or reading books to see where that particular piece fits into the whole environment. That way a child connects what he has just learned – in isolation – to our world. So the new language has context.
Tools
- Introduce the correct words within the context
- Use the correct pronunciation
- Play sound games like “I Spy” (e.g. “I spy with my little eye something that begins with the sound “Bah”)
- Repeat a sound (e.g. “C-C-C-C-C-A-T)
- Use three part nomenclature cards
- Label various things throughout the child’s environment
- Read stories & Story telling**
- Practice poetry
Preparation for Writing
Much of the work within an early childhood classroom is preparing a child to read and write. Moving from left to right and fine motor skills. Writing requires not only the brain to understand how certain letters and sounds come together to make words but also the fine motor skills and coordination to hold a pencil. The moveable alphabet is a tool within Montessori that guides a child towards writing as he visibly creates words from letters. The work is “hands on” so a child must use his hands and his language mind to create words. Sandpaper letters and a sand tray provide a similar experience.
Tools
- Sandpaper Letters (Living Montessori Now has a very resourceful post on Sandpaper Letters)
- Sand/Salt Tray (We actually use Corn Meal for our Writing Tray)
- Moveable Alphabet
- Metal Insets & Tracing (There are a ton of great DIY Inset Ideas at Living Montessori Now)
Preparation for Reading
Unlike writing where a child has control over the language he chooses to symbolize with letters, reading presents a child something a bit more abstract. He must organize and place symbols on other people’s words. So a child be first study and then synthesize when he reads. First readers like Bob’s Books and Miss Rhonda’s Readers are great tools to help a beginning reader.
Tools
- Sound Box
- Mystery Object Box
- Sound Bag
- Rhyming Object Box
- First Words Box
Next Phases:
I haven’t moved into the more complex areas of language yet (function, structure, analysis, etc) but will be sure to share with you when I do.
Thanks for reading this post. I hope we inspired you today.
Marnie
** I have several posts on Storytelling with your Preschooler. Find the links below:
- Take a Virtual Trip with your Kids
- Tell a Story with a Bag
- My Very First Storyboard
- How to Write a Story by your Preschooler
- Storytelling 101 for Children & Parents
Marnie Craycroft
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[...] are fun and creative ways to help them organize all the sounds and letters in their environment. Montessori’s approach to language is fascinating to me. I encourage you to learn more about [...]