MONTESSORI CONCEPTS (2-6 yrs) Part - III
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|   Nov 01, 2016
MONTESSORI CONCEPTS (2-6 yrs) Part - III

Language -  Learning to pronounce letter or word can be hard for the child but how to render it can be made easier.  Why do we call the letter "F" to be called "ef" and suffix vowel when you say "fat".  In the Montessori school, the teacher teaches the names of the sounds.

Preparation for Language

Auditory Processing Area – able to connect to the spoken language he/she hears from the environment, for this the child needs to hear clear, rich spoken language.

Motor Speech Area – Have strong and well developed muscles.  The child needs to do these actions with mouth sucking, blowing bubbles, babble noise, and talk proto-speech.

With a desire to communicate with the world;

  • He / She needs a secure.
  • Confident environment.
  • Healthy and sufficient stimulation
  • Curiosity to drive the need to speak.

 Stages of Language Acquisition - There are two phases;

  1. Pre-linguistic Stage (twenty weeks after conception to one year)
  2. Linguistic Stage (one to three years)

Three Period Lessons

The Three Period Lesson is a teaching technique, for vocabulary lessons. The three periods support the three stages of learning.

Presenting Names or Nouns using colour tablets

1st Period: Introduction of the names to be learned

Arrange the primary colours in a row on the table in front of the child.

Isolate one and say, "This is green."

Do the same for each tablet, encourage the child to say the name each time.

Repeat the names for each tablet along with the child.

 2nd Period: Practice associating the names with the objects

The teacher gives the name, asking the child to point out the object named. This is first done without moving the objects. Then the objects can be moved here and there, make the child point to it. This movement helps the child to learn. Use questions or short commands to which the child will respond by indicating or moving the object named.

 Some ways to do this are:

“Where is red?”

“Point to red?”

“Show me red.”

“Hand me red.”

 Since this is the longest period it must be kept interesting. When the child can associate the name with the object, the 3rd period can start. Do it on the same day or on a later day.

3rd Period: Confirm from the child the names he/she has learned.

The teacher shows one object and asks the child, “What is this?” The child says its name. Repeat for each object.  This can be done in any order.  If the name is not known by the child the teacher gives presentation again and continues with the 2nd period activities until the child is ready for the 3rd period.

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