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How is Language Encouraged in a Montessori Prepared Enviroment

How is Language Encouraged in a Montessori Prepared Enviroment

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Published by: luisxav90 on Nov 15, 2009
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12/05/2012

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How Is Language Encouraged In Montessori Prepared Environment ?
"
Language lies at the root of that transformation of the environment that we callcivilization." How language encouraged in Montessori is prepared environment?
Language is acommunication system. It is truthful that we use language to communicate with others. However,language is much more than a communication system. The most recent thinking about the natureof language, suggests that language is first and leading a representational system; a system whichprovides us with the symbols we need to model for ourselves, to ourselves, inside our heads, theuniverse around us. This modeling, carried out using the symbols ("words") provided bylanguage, is commonly called "thinking." The communication function of language, whichallows us to represent things not only to ourselves but also to others as well, is an added benefit.
Language is the ability to understand conversation and a wish to express a person’s feelings andthoughts. It is a kind of difficulty which encloses a given human being corporation, and separatesit from all others. It also unites men and they develop and expand according to the need of their mind. It is through communication that human beings have cooperated with each other to solvecommon problems. This is through communication based on written and oral language in particular that each generation has passed on its accumulated wisdom to the next. “Language, wemay say, grow with human thought.”(Maria Montessori, The Absorbent Mind, p109). Thelearning of language is truly the child's most amazing intellectual achievement, and isremarkably skilled rapidly in a very short period of time. "By merely living and without anyconscious effort the individual absorbs from the environment even a complex cultural likelanguage." (Elizabeth G. Hainstock, the Essential Montessori, pg. 81).Based on Montessori’s observation, the range of periods of the child’s life show the samestages in the level reached and this applied to all the children throughout the world. With thereality of rules of language, a child can easily speak the language without difficulty. She stressedout that the child learns a language begins in the deepest dimness of his insensible mind, there itdeveloped. The understanding period for language occurs from birth to six years old. Thissensibility is short-lived and once gone it will never return. The language explosive happeningsand eruptions in his powers of expression the baby is aware that human voices from the mouthand they will cries differently for different needs and smiles when sees us, this things all willhappen from birth till 3 months old . While at about 4-6 months old they will start to babblingsounds more speech-like with many different sounds, including
 p, b
and
m
while they willchuckles and laughs vocalizes excitement and annoyance, they also makes gurgling sounds whenleft alone and when playing with us, a child reach at this stage after a very huge attempt. Atabout 10 month old, Montessori believe that children may understood that there is purpose for the voices which coming out from mouth of a human. While during the going on month, the baby starts to understand the words spoken by the adult is intended to them. While at age of 1 thechild slowly begin to speak words on purpose and they also will try to imitate words taught bythe adult, while they also uses gestures to communication (waving, holding arms to be pickedup). Meanwhile at 18 months, the child realizes that each thing in the surroundings has name(noun). Therefore they will be able to indentify concrete noun. While during this period they willuse many different consonant sounds at the beginning of words and they also will useholophrases, which means use one word sentences to express the whole taught. At about 21months old, without difficulties they will learn the different type of noun, suffixes, prefixes andverbs.
 
Meanwhile an explosive happenings and eruptions in his powers of expression will becontinue even after age of 2, at this stage the children keep on to apply sentences which isstraightforward and difficult. The social class which established in the child is strange inappearance of the mental structure and language mechanisms. After two and a half years old,which marks the borderline of man’s mental formation, begins a new period in organizing thelanguage and this continues to develop without explosion, learn many new words and perfectshis sentence formation. At 6 years old, a child has learnt to speak correctly according to the rulesof his mother tongue. And all these work is done by no one, but the child himself. Research has been made that in comparison with the adults’ ability to learn, the adults need sixty years of hardwork to do it where a child does it in three. Therefore, it is mainly significant that the adults giveassistant where needed for the development of language in a child, by exposing him to goodgrammar sentences and wide vocabulary to feed his absorbent mind during this sensitive period.Montessori once said that, “the adult is capable of defending his country and guarding itsfrontier, but it is the child who maintains its spiritual unity through its language. (Standing,Maria Montessori: Her Life & Work, p122) It is important to remember that the young childdoes not need deliberate teaching, but he does need help in his development.In summary Montessori regarded that the child which is less than 6 years of age as havingan ‘absorbent mind’. The mind of the child from birth to three years of age is active yetinsensible of what is being learned. A good example of this is the achievement of language.From three to six we see the child enter the period of the ‘conscious absorbent mind’ now thechild deliberately and energetically absorbs information from the environment and fromexperience. The child comes to know the world through the senses. In addition to this quality of an absorbent mind the child has what Montessori referred to as ‘sensitive periods’. These are periods when the child is drawn to certain aspects of the environment. The sensitive periodsinclude a sensitive period for learning language, refining the senses, learning to perfectmovement and walking, a love of order in the environment and an attention to details and it isalso important to remember that the young child does not need deliberate teaching, but they doesneed help in their development.Certainly Dr. Maria Montessori recognized that precedes reading in young children anddeveloped her method of teaching. While normally young children are frequently able to write before they learn to read. The children around three to four years old could know a small number of letters of alphabet and they are in point to figure it out how to represent a word; for example‘o’ and ‘x’, they might write down or construct in wooden letters or letter card. Because of thisMontessori used natural way, which referring to writing first method to teach reading as adirection to approach and which is suitable for all the children. Because in writing sound areconverted to letter. Once we have converted the sound into the latter and then write them onto paper, once done, reverse the same process by converting letters to the sound but are not reading.The first step in reading is sounding out. We can figure it out the sound that the letters stand for, but this is not reading. But to be regarded as reading, we need to recognize the word, not just pronounce it. In a Montessori prepared environment, it provides materials that aids this process.To start off with the child in his development in language, the Montessori classroom is designedto help the child reach the 3rd period of perception. Because the learning of language is not donethrough subjects as in a normal classroom, the child is learning at his own rhythm. This allows
 
the child to concentrate on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The specialmaterial which is also known as Montessori Language materials plays an important role in aidingthe children develop the powers of communication and expression, of organization andclassification, and the development of thought. The materials are Oral/Auditory, Word ReadingLevel, and there is also Montessori Three Period Lesson. Now let us see the first Montessori language material, which is Oral/Auditory. At thisstage children are taught a variety of games that focuses on developing their ability to hear theinitial terminal and finally the medial sounds words while Montessori three-period lesson teachesthe child new words and this is repeatedly done up to the third period where the child tries torecall the name that was told earlier. If the child could not pronounce the word correctly, probably he is not ready for this activity. The teacher should be aware of this and do this another time. In each lesson, it is shown that the child is only being taught when he is ready and not byforce. In the practical life exercise, the name of the materials used and the activities areintroduced to the child. Hence, indirectly this will widen the child’s vocabulary. Also during theGrace and Courtesy lesson, the child is shown how to use the proper words and sentences to bedeemed polite. The step-by-step procedures on how to execute the activities are explained slowlyand carefully, so that the child understood clearly of what needs to be done. In the Sensorial area,similar to the Practical Life exercise, the name of the educational materials used and theactivities are introduced to the child.The work of a child in this activity is to obtain conscious knowledge that issystematically organized. This is done by the intelligence comparing and selective theimpressions received by the senses. Words used such as tall, taller, tallest, or broad, broader, broadest. These two main areas will assist the child in developing dexterity his fine motor skills,and his eye and hand coordination, which helps when it comes to learning the letters. AsMontessori continued emphasizing the importance of presenting the child a whole view of theworld, the Cultural subjects gives the child the opportunity to explore and enrich the child’sunderstanding all of the aspect about the world he lives in. Under this heading, there are few branches of science, history, geography, art and music among the common ones. The main purpose of this area is to develop the interest and awareness of nature in the child and also todevelop his vocabulary. The most important subject is the Language subject itself. Language hasfour main aspects: listening, speaking, reading and writing; where listening and reading aremeans of sharing people’s thought; and speaking and writing are means of self-expression.Storytelling and reading, finger play, songs, poems and naming activities are few examples of activities that are encouraged in the class. The I-Spy game is one of the classic word games thatare played in the classroom. Phonetic method is taught to the child where the sound and not thename of the alphabets are introduced.Meanwhile the Montessori reading material is classified into the Pink Scheme, the BlueScheme and the Green Scheme. These materials were developed to meet that need. They break down the essentials of English phonics into three groups: short vowel sounds, consonant blends,and phonetic combinations. By moving through these materials in order, a child is able to easilymaster the art of reading and writing in English. The aim of the Pink Scheme is to give the childa variety of work of the same style to maintain her interest. If a child has difficulty with reading,

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