At its core, language is what makes the human species different from all the other animal

species. The communicative function of language allows us to represent things to others is an added
benefit as well. Language fuses men into groups and nations, we use it to communicate with one
another- this social aspect of language is what unites human beings by a common bond. Language is
used to model ourselves through its symbols (words). The words they initially learn will conceptually
shape the child’s initial paradigm, it will then develop and expand affected by the needs of the child.
Using it to express his thoughts according to the needs of his mind. A child learns language naturally, it
develops naturally in them- spontaneously. Language development occurs in a fixed law that happens in
all children. All children go through a period where they can only pronounce syllables, then they
pronounce whole words and finally they use the perfection of all the rules of syntax and grammar. At
about 4 months, a baby is already aware that the human voice comes from the mouth. Children will try
to imitate the lip movements in hopes to produce the same sounds. At about 6 months they are able to
produce syllabic sounds and 10 months Montessori felt that the children understood that the human
voices produced have a purpose.

“Language lies at the root of that transformation of the environment which we call civilization.” It is “…
an instrument of collective thought.” Maria Montessori.

The Children’s House is a Montessori prepared environment that embodies what Montessori
emphasized. It is respectful towards the power of the absorbent mind and sensitive period in children. It
reflects that each child has to go through all the stages of development; it provides the materials (and
only those), which aid in the process. It ensures the independence and freedom- so that the child can be
actively engaged in activities that interests him. He develops order and logic, and persistence in his
chosen work and concentration will be the final result. These basic constructions will be complete by the
time the child completes 2 ½ -3 years in the Children’s House. From years 3-6, the child will be in the
conscious period of the Absorbent mind which is a new step in his development. The use of language
becomes extended, as will the use of their grammar and syntax. The environment is an important factor,
since the child builds himself from what is around him. It must be welcoming for the child, offer
language with the possibility for experience, exploration, and discovery. Keeping in mind that the
environment must support the child’s expanding consciousness and pay special attention to his sensitive
periods.

“It is not instruction that is needed. The child, the creator of man, must be deeply interesting to
us. We must give in to this development, to this miraculous force, the help that it need. It needs the
warmth of the heart, it needs understanding.”

The environment is carefully structured; however, every child approaches it with a unique
background of interests, abilities, and attitudes which we must respect. The process must not be hurried
because each child has his own timetable to progress and pressuring them will easily block their
potential to progress. The adult’s role in the environment is to be as a model and a facilitator. She needs
to be able to discover as much as they can about a child’s potential in order to be able to assist and
nurture them. The adult’s role in language is special. We cannot just present and leave the child alone to
explore as is the usual with other exercises. The exploration in language deals with the communication,
not the manipulation of materials. The adults must become an instrument for communication and
provide the child with opportunities for self-expression. There are many different levels of abilities in
speech and the children are still in very need of our help to express themselves.
 Writing and reading is alive in the Montessori environment and a fascinating event for the
youngest children. These children already expect that they will be doing these activities. It is common to
hear them tell themselves or others, “I will do this when I am 4 or 5.” The children in the Montessori
environment are able to help or ask for it from their peers or teachers. This positive emotional climate
allows the child to be as himself within the groups and communication with them will become more
sophisticated over time.

Natural conversation with the child is essential, since it provides experiences with applied
language principles. Our conversation with the child is interactive- rather than directive. Open-ended
questions make it possible for the child to respond. The child discovers that his thought stimulates a
response. Coupled with a small group conversation, it offers the child the opportunity to listen and
respond at the appropriate time. The adults assist the children in staying on topic and expand upon it
through questions. The grace and courtesy these exercises facilitate provides an acceptable form of
practice to dealing with each other and give language that is needed for different social encounters.
Universally, children challenge adults with “What is that? Why?” and the children are most likely to feel
immense joy after removing a barrier that once blocked their communication.

“The living work awakened my soul, gave it light, hope and joy set it free. I left the house eager
to learn. Everything had a name and each name gave birth to a new thought.”

Everything in our environment has a name. The objects and pictures in the environment have
qualities that can be described and each of them can hold a story of their own. Vocabulary enrichment is
an important part of language training. It must be consciously on our minds when we speak with
children. The words we used must be carefully chosen, varied, precise, and well-articulated. Children
should be invited to have words they do not know be explained. Formal lessons are also given with the
sensorial materials. This is only done after the child has had sufficient practice and internalized the
concept. Once the language has been attached, the child now has the “key” to describe the qualities
that he sees and experiences in the environment. He now sees things intelligently.

The child is to be introduced to pictures of all forms of culture around him. The pictures (in form
of cards) are classified to encourage the concept of internal classification. The Montessori method does
not intend to offer these cards as a syllabus that must be completed, but to show different aspects of
the world in order to spark and capture the child’s interest- providing him a wealth of experiences he
can talk about. The information provided must not only start from the child’s interests, but must also be
factual and based on the child’s previous encounters. Intelligent inclusion of cultural aspects that is
presented in a form that involves structure and activity becomes a solid foundation for later research
and study.

“Culture can be seen as symbolic, continuous, cumulative and progressive process in the
development of consciousness in both the individual and society. Because of its symbolic character,
culture is easily and readily transmitted from one human being to another and has its greatest impact on
the developing consciousness of the child.” Dr. Jon Osterkorn

In books, we deal in a wide field of communication which is powerful. It can be positive and
enriching, but it can also be negative and destructive. The Montessori environment exposes the children
to positive stimulation to ensure a long-lasting value. Stories that include people who in special ways
have enriched our lives through music, art, invention, or service. They should also include people of all
races, creed, and colors in order for the children to enjoy the richness of mankind.

Language is not limited to speech. The invention of writing has given permanence to our
thoughts. A child discovers many things about his language through writing- the order of symbols, the
spacing, and the thought processes involved. Enticing the child to decide to what is it he wants to write
and what words does he want to use to express his thoughts. The period of reading comes when he is
ready to “listen” to the thoughts of others. It follows naturally after a few months. As the child
progresses in reading, he will gain new efficiency in his spoken and written language. He now has all the
keys he needs to fully communicate.
Bibliography:

1. (n.d.). Retrieved from https://www.scribd.com/doc/22563999/How-is-Language-

Encouraged-in-a-Montessori-Prepared-Enviroment

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http://blablawriting.com/how-is-language-encouraged-in-montessori-prepared-
environment-essay

3. The Six Principles of the Montessori Prepared Environment Explained. (n.d.). Retrieved from
http://montessoritraining.blogspot.my/2009/03/principles-of-montessori-prepared.html

4. How is language encouraged in; Montessori prepared environment? (n.d.). Retrieved from
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environment-essay

5. (n.d.). Retrieved from http://www.infomontessori.com/language/introduction.htm