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 The acquisition of
oral language is a main focus in the preschool language program.
Children develop language skills and increase vocabulary through
exposure to stories, rhymes, poetry, song and conversation with peers
and adults. The desire to communicate is strong in children and they
are encouraged to express themselves through language.
Teachers recognize that children will mirror the language of the
environment; therefore they are attentive to presenting the best
possible model. Correct pronunciation, syntax, and grammar as well
as clear, concise speech are continually presented to the children by
the teachers. When a child speaks without correct pronunciation,
syntax, or grammar, teachers repeat what the child has said with
the corrections but without explicitly calling attention to the mistake.
For example, a child might say, "The fishes are swimming." The teacher
may respond, "Yes, The fish are swimming in the fish tank." Children
hear the language and eventually absorb the correct patterns and
vocabulary. With reflective repetition they also benefit from knowing
that they have been heard and understood.
Vocabulary enrichment is another aspect of the preschool environment.
Children learn the proper names of objects in the classroom. They
expand vocabulary when exploring the cultural subjects of the Montessori
curriculum which include the study of animals, plants, social studies,
geography, etc. Children learn names of materials in the classroom that
are geared towards teaching language and concepts such as comparison or
classification. For example, there are specific concrete Montessori
materials with a direct aim of teaching color names, the names of
geometric shapes or the language of comparison: long, longer, longest;
small, smaller, smallest. These materials are available throughout the
year. However each set of concepts is introduced in sequence,
beginning with more concrete materials and moving towards abstraction
as the child achieves mastery of his/her repertoire. Language is a
primary focus in all curriculum areas, and is viewed as an important
way to help children organize their thinking processes as well as the
fundamental vehicle for the expression of individual personality.
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