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Understanding the Language Environment Series: Part 2July 6, 2008 by Miss Norma | No comments

Language gives the child a sense of meaningful existence. It is a non-physical tool to communicate with others. Through this process he learns that with verbal communication he can facilitate progress during interactions with others. The ability to verbally question and express desires can be a tool of ultimate learning for the child. “The mind and the hand are prepared separately for written language and follow different roads to the same goal” (Montessori, 1965, pg 128).

“By reading I mean the interpretation of an idea by means of graphics or symbols…A child does not read until he receives ideas from the written word” (Montessori, 1983, pg 229). Writing precedes reading in the Montessori setting. The activities that support this belief are the Sandpaper letters and the Movable Alphabet. Developmental aims in the language sessions are vast. Oral communication is of foremost importance. Goal number one is to get the child to be confident in taking the initiative to vocalize his or hers thoughts freely. Once the child begins expressing feelings and thoughts in an uninhibited manner it is then time to equip the child with an effective choice of words. A vocabulary that is varied and well versed is the key. Auditory discrimination is practiced to further equip the child with the capability of annunciating words properly. Emphasis on how letters sound in combinations to form words is a teaching point. Left to right movement is a crucial teaching point. Words are written and read in the left to right order so it is natural to maintain that same discipline throughout language development. Preparing the child for writing and reading is a theme in lesson planning and the activities performed in the Language area. “In brief, writing helps a child’s physiologically and reading helps him socially” (Montessori, 1983, pg 230).

The moveable alphabet is a tool used in phonetic word building tasks. This very important skill is cultivated through the physical and visual association that is built into the exercises. Association is a valuable skill in the initial stages of language development. The linkage of words to symbols makes the sometimes abstract topic of words all the more tangible for the child. The development of the child’s fine motor coordination is also part of the language developmental process. This is achieved through the utilization of light touch methods. Letters are coated in sand paper and the child is encouraged to lightly trace the outline of the letter using only their finger. Another useful activity that the children participate in is the use of a sand box. In the sand box the child draws letters in the sand by hand. This is a way for the child to get in tune with the flow of writing the letter. When written words are read by the children the child has a visual cue of what the word signifies. For example, if the written word is apple, the directress may hold up an apple and sound out the word.