Literacy learning in MONTESSORI schools
Literacy learning is introduced in Montessori schools in the preschool years, where books are adopted and used to introduce reading and writing. Furthermore, there is also a strong focus around story telling. Montessori also believed in the importance of the sensitive period for language development, where exposing a child to many components of language can greatly assist their language development. (Montessori, 1936).
As the children progress into the primary years of schooling, there is still a strong focus on freedom and learning choice preparing them for the future. However, there are certain expectations and activities that students should participate in. Each student is required to have an exercise book in which they document their English learning. Additionally, there are specific Montessori learning materials available in an effort to help students acquire basic literacy skills. (Isaacs, 2012). Many tools and activities are adopted to teach components of literacy. Including ‘sand paper letters.’ Which are used for the acquisition of sounds and learning the shape of letters, through the use of touch. Tracing the letters, to prepare students for writing. Reading schemes are also adopted with differing levels. Students’ progress through each level, enabling them to acquire different skills as they progress, such as learning about blended words, grammar and phonemes. (Isaacs, 2012). These learning outcomes are done in a free and fun manner, yet still aspiring to meet the relevant aspects of the Montessori program. The lack of formal testing in these schools, relies on student’s natural curiosity and want to participate and complete a large variety of tasks and activities. Considering children are grouped into cognitive levels rather than age group alone, this suggests in terms of literacy learning, as well as other areas of learning that children develop and learn at different stages. Montessori schools provide literacy support to the level the child is up to, rather than in traditional schools, where students are taught in terms of their age and year level. Montessori students are lead to reach curriculum levels to do with these cognitive aspects.
As the children progress into the primary years of schooling, there is still a strong focus on freedom and learning choice preparing them for the future. However, there are certain expectations and activities that students should participate in. Each student is required to have an exercise book in which they document their English learning. Additionally, there are specific Montessori learning materials available in an effort to help students acquire basic literacy skills. (Isaacs, 2012). Many tools and activities are adopted to teach components of literacy. Including ‘sand paper letters.’ Which are used for the acquisition of sounds and learning the shape of letters, through the use of touch. Tracing the letters, to prepare students for writing. Reading schemes are also adopted with differing levels. Students’ progress through each level, enabling them to acquire different skills as they progress, such as learning about blended words, grammar and phonemes. (Isaacs, 2012). These learning outcomes are done in a free and fun manner, yet still aspiring to meet the relevant aspects of the Montessori program. The lack of formal testing in these schools, relies on student’s natural curiosity and want to participate and complete a large variety of tasks and activities. Considering children are grouped into cognitive levels rather than age group alone, this suggests in terms of literacy learning, as well as other areas of learning that children develop and learn at different stages. Montessori schools provide literacy support to the level the child is up to, rather than in traditional schools, where students are taught in terms of their age and year level. Montessori students are lead to reach curriculum levels to do with these cognitive aspects.