"The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination. " Maria Montessori

Language

Posted by on Jan 14, 2012 in Curriculum | 0 comments

The sensitive period for language occurs between birth and the age of six, when the child masters his/her own language.  A child needs concrete experiences to develop language skills.  It is fundamental for Language Arts instruction to begin with the child and his/her direct involvement with exploring new concepts to which he will attach words.  Language is really the cohesive element that integrates and ties together the child’s experiences in all of his/her living.  It is that element that helps the child connect to his/her environment in a social way. 

Language has different forms, for example: the written word, the spoken word, what is heard and what is read.  Many skills are necessary for the child to understand verbal language and then later to recognize it in written form and to be able to reproduce language both orally and in writing.  One skill is interdependent upon the other.  The Montessori language curriculum begins well before any focus on reading occurs.  These elements include visual discrimination, rhyming and sequencing.  Early language materials meet the young child’s need for concrete experiences with extensive use of tactile materials.  Sandpaper letters are used to introduce sounds as well as objects to help develop the child’s phonemic awareness.  Each child works at an individual pace to master the various elements of reading and follows a clear sequential pathway in developing the necessary skills.  Reading allows the child to unlock a world of discovery.  Writing enables the child to make a record of what he has discovered.  


 

 

These areas of study are noted below.  Each subject is a link to more information.

 

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