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Language Part 2

June 10, 2015/in Blog, Uncategorized /by access

Today we’re on part two of our Language in the Montessori Classroom series. One of the first language tools used in a more formal lesson with the preschool students, are the sandpaper letters. The sounds are grouped together, so that eventually when the sounds are learned, the student will be able to build a word […]

Language Part 1

June 8, 2015/in Blog /by access

Today we begin a five part series on Language in the Montessori Classroom. Acquisition of language skills begins long before a a child sets foot into school. The sound of the mother’s voices cues the ears and brain of a developing child to the lifelong interaction of the child listening to the human voice. As […]

Language Part 2

June 10, 2015/in Blog, Uncategorized /by access

Language Part 1

June 8, 2015/in Blog /by access

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Language Part 2

June 10, 2015/in Blog, Uncategorized /by access

Today we’re on part two of our Language in the Montessori Classroom series.

One of the first language tools used in a more formal lesson with the preschool students, are the sandpaper letters. The sounds are grouped together, so that eventually when the sounds are learned, the student will be able to build a word using the specific letters, such as n,e,t leading the child eventually to saying “net” “The stimulation of the tactile senses through the use of the sandpaper letters and the naming of the letter at the same time will increase the child’s ability to remember both the sound and the shape of the letter.”**

As a child learns to recall specific letters, they then are introduced to the movable alphabet and begin to associate specific objects with its corresponding name and the student spells out the name of the object using the movable alphabet.

Eventually, as the student gains skills in using the alphabet, they will then be asked to write the words on a piece of paper. The progression in the Montessori classroom always starts with the most concrete representation of the sound (such as an object), and then to move to its more abstract representation (writing the name of the object on paper). Kindergarten students are immersed in reading and writing on a daily basis, and enter first grade knowing the basic parts of speech and reading books typically above grade level.

**Montessori Research and Development @2006

Join us on Friday as we continue our series on Language in the Montessori Classroom.

Language Part 1

June 8, 2015/in Blog /by access

Today we begin a five part series on Language in the Montessori Classroom.

Acquisition of language skills begins long before a a child sets foot into school. The sound of the mother’s voices cues the ears and brain of a developing child to the lifelong interaction of the child listening to the human voice. As a preschool child enters a Montessori classroom, “the child’s own tools for language are vision, hearing and speech, as well as the skills necessary for writing and reading.”** The entire preschool classroom is set up for the student to develop their vocabulary by learning the objects in the environment, and various attribute words such as large, small, long, short, think and thin. Many of the attribute words are learned by the child manipulating materials in the sensorial area of the classroom (including the brown prisms, the red rods and the pink tower, just to name a few).

The practical life area of the classroom holds the key to the development of eye hand coordination and creating a lasting impression of doing work from the left to right, in the same way a child will learn to read from left to right. “Thus in scrubbing the table from left to right and back, the eyes are following the movement of the hands. The child needs to develop a good visual span.” “Preparation of the eyes and the hands is an important factor in the Montessori classroom. The use of the practical life material not only prepares the hands but the eyes also. Eyes follow the movement of the hands. In the practical life area, the child uses the whole arm, thus giving the movement necessary to prepare the arm for its role in handwriting.”**

“The repeated use of sorting exercises prepares the fine muscles of the child’s hand to hold a pencil but also prepares the eye to distinguish between like and unlike objects. This is a good preparation for reading in that reading is the recognition of like and unlike letters and words in the formation of language which is written.”**

**Montessori Research and Development @2006

Join us on Wednesday as we continue our look at Language in the Montessori classroom.

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Language Part 2

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