The Importance of Early Literacy

jenncattell • January 29, 2017

When describing learning goals for our youngest Montessori students, several words always come to mind – independence, control of movement, social skills, and language, language, language!

Montessori referred to the ages of 2-6 years as that of the “absorbent mind”. During this stage of life, children indiscriminately take in (“absorb”) without effort whatever is present in their environment. This includes language!

Montessori believed that the first sign of the sensitive period for language acquisition began in infancy, with the child’s first smiles in response to his or her environment. She spoke of this sensitive period for language development: “The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything.” You may be amazed to hear the language of the classroom brought home by your Montessori student – terms like trinomial cube, quatrefoil, vertebrate, archipelago – even multi-syllable words are learned easily by children at this age.

Language skills are foundational to nearly all learning, including social skills. The prepared environment of the Montessori classroom intentionally supports language development in the areas of listening, speaking, writing and reading. One-on-one lessons with the teacher, small group lessons and circle time, as well as the freedom to converse at will with classmates help the child to expand vocabulary and develop communication skills. The materials Montessori created to teach reading and writing, such as sandpaper letters and moveable alphabet, connect the child’s awareness of specific language sounds to printed symbols. Practical life activities indirectly prepare the child’s hand for writing, while building his concentration for the abstract work of reading and writing. On a broader scale, literacy is supported throughout the classroom simply through the act of infusing language at every opportunity.

More and more, research has made it possible to identify essential experiences that are needed to build early childhood literacy. These experiences have a place place not only in the Montessori classroom, but can also easily be a part of your child’s focus and enjoyment at home. Here are some suggestions of activities you can provide at home to promote literacy and lay the groundwork for strong academic and social skills.

  • Talk to your baby; engage him or her with “parentese” – this singsong way of talking is stimulating to infants as they process the key sounds and patterns of their native language.
  • Teach your children the vocabulary of everyday objects and activities around them; use rich vocabulary and precise words when conversing with your child. Listen and respond when your child attempts to communicate with you.
  • Explore with your child sound games, such as “I Spy”, rhyming words, alliterative words, categories of words (color words, number words, directional words, etc.).
  • Read aloud with expression to your child each day. Provide supportive discussion before (build interest in the book about to be read by looking at the pictures and guessing what the story might be about), during (ask questions about what has taken place and what might happen next) and after reading (talk about the story, describe a favorite part, allow your child to verbalize how he connects to the story and how the story might be like other books he has read).
  • Provide an inviting area for reading at home.
  • While reading, draw attention to print and book features, i.e., the book cover, text, pictures, and title, as well as page turning and the left-to-right, top-to-bottom sequence of reading.
  • Share with your child functional print , such as nametags, labels, schedules, charts, signs, shopping lists, menus, etc.
  • Encourage first attempts at writing, whether scribbled or legible, real or play situations, invented or correct spelling. Provide a supply of writing supplies for your child to use. Offer to write down the stories your child dictates.
  • Play board games and cook together to expand vocabulary and introduce new concepts.

Resources:

  • “Dr. Montessori: Language and the Absorbent Mind”
  • www.naeyc.org /files/yc/file/200303/ Essentials .pdf

Kathleen A. Roskos , James F. Christie , and Donald J. Richgels

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However, rather than accept this assumption, Dr. Montessori looked closer. A Discovery That Changed Everything In 1900, Dr. Montessori was appointed director of a university program for children with developmental delays. Observing their sensory-seeking behaviors in bleak institutional settings, she began studying how sensory experiences affect cognitive development. She designed hands-on materials and engaged the children in purposeful activity. The results were stunning: children who had been dismissed by society not only improved, but some went on to pass the same standardized exams given to their peers in traditional schools. Dr. Montessori’s response was not one of self-congratulation. Instead, she challenged the broader education system, asking: If children with significant delays could thrive when given the right environment and tools, why weren’t typically developing children doing better in school? This question launched a lifetime of work dedicated to understanding and supporting the natural development of all children. The Birth of the Montessori Method In 1907, Dr. Montessori opened her first classroom, the Casa dei Bambini, in the working-class neighborhood of San Lorenzo in Rome. Tasked with overseeing daycare for children too young for public school, she began by introducing simple, practical activities, starting with self-care and environmental care. She also provided an array of materials designed to engage children’s hands and minds. The transformation was extraordinary. Children who had previously been described as wild and unruly became calm, focused, and joyful. They took pride in their appearance and their surroundings. They concentrated for long stretches of time, developed social awareness, and, unprompted, began asking to learn how to read and write. Dr. Montessori was fascinated by what she called “spontaneous discipline” and the deep love of work she observed in the children. Through observation and experimentation, she continued to refine the materials, the environment, and the adult's role. Education Rooted in Development What emerged was a revolutionary approach: an educational philosophy based on the science of human development. Rather than seeing the adult as the source of knowledge and the child as an empty vessel, Dr. Montessori recognized that children come into the world with innate potential and a deep drive to learn. Montessori education supports this natural unfolding by honoring what Dr. Montessori called human tendencies, such as exploration, orientation, order, communication, work, and repetition, through carefully prepared environments that meet the specific needs of each developmental stage. The adult's role is not to instruct, but to guide, observe, prepare, and support. This vision of human development extends beyond the individual to a larger understanding of humans as part of a cosmic web of interrelationships. In this interconnected world, every part plays a role in maintaining balance and harmony. Humans have a unique place in this system, and our role requires conscious awareness, humility, and stewardship. In addition to fostering rich academic growth, Montessori education cultivates mature, adaptive, and compassionate individuals who are capable of making meaningful contributions to our interconnected world. The Enduring Impact of Montessori’s Vision Dr. Montessori eventually left her medical practice and professorship to fully devote her life to this work. She lectured around the world, trained teachers, wrote extensively, and advocated for children’s rights. She also always insisted that the focus remain on the children, not on her. Through decades of scientific observation, experimentation, and cross-cultural study, Dr. Montessori discovered that children, when provided with the right conditions at the right time, flourish. Her insights have stood the test of time. Today, there are approximately 15,000 Montessori schools worldwide, with over 3,000 located in the United States alone. For over a century, Montessori education has empowered children to reach their full potential—academically, socially, and emotionally. Yet Montessori is not just about individual success. It’s about building a better society. We know that children are not just preparing for the future. They are the future. By focusing on children’s holistic development, we are supporting a generation of individuals who are more connected to themselves, to one another, and to the planet. Carrying the Legacy Forward Dr. Montessori’s vision asks us to do more than remember her birthday. We need to believe in children, observe them closely, and prepare environments that honor their needs. This also means that we, as adults, approach our role with humility and a sense of curiosity. Our job is to accompany children as they create the future. In this way, Montessori education becomes not just a method, but a movement, one rooted in peace, interdependence, and the full development of the human being. Thank you for being part of this vision. Together, here in Louisville, Kentucky, we are carrying the Montessori legacy forward, not only by what we teach, but by how we believe in the children before us. Come visit to learn more!
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