Aspects of the language
By about 2 years of age, the child would have absorbed and created a spoken language with considerable semantic and syntactic potential. The language created may not find the approval and appreciation of a linguist, yet the child is comfortably using it as means of communication. Having created a language with adequate support from the environment around 4 years of age, the child experiences an anthropological and cultural need to communicate through yet another means. If the spoken form is oral or verbal self expression, then the higher form to be achieved is graphic self expression namely writing. Writing is not mere reproduction on the sounds uttered in a symbolic manner but instead it is the expression of one’s thoughts using symbols in an enduring manner.
Writing is not merely a physical skill but it also involves the mind. Dr Montessori realised that the urge for writing must emerge out of the mind. When such a vital and developmental urge is experienced, then the voluntary movements are ready to execute them. The quantum and the quality of help rendered in favour of spoken language have much to contribute towards this human urge of graphic self expression. Dr Montessori also identified that when help is rendered in the right manner and at the right time, the child explodes into writing. This supports the concept that development in the formative years is never linear but instead in spurts. When this urge is experienced, it has to be received by the adult in a composed yet joyful manner.
In addition to providing the right amount of stimulation, the right assistance should also be offered but in an indirect manner. After manifesting itself in an explosive manner, the writing slowly assumes normalcy. This stage marks the preparation for yet another manifestation, which would be occurring in the future. Using his body and mind to represent his thoughts in s graphic manner, gradually the child arrives at a stage where his interest shifts towards what others have graphically represented. This is nothing but the human function of reading. If writing is the pinnacle of success, then reading is a step higher than that. With writing, the child is still involved with himself, with the help of reading he is able to reach out to others. Before the child explodes into reading, he has also to get ready and be ware of the conventional rules which are typical to a language. Reading is just not sounding out the letters in a word or the words in a sentence, instead it is to unearth the meaning which is hidden.
Reading also means not only to look upon the lexicon meaning of a word, but also to look upon the meaning in context. Dr Montessori identified successive stages with regard to reading, namely mechanical, interpretive and dramatic forms of reading. The mechanical stage gives the child a taste of immediate success of reading words in isolation. Following this, the child moves on to the interpretive stage. At this stage the child not only appreciates the lexicon meaning of the word but also what it has to contribute to the whole sentence in that particular context. Further when the child has understood the syntactic structure of that language, then the meaning gets deeper. In addition to helping him understand the total meaning, it would also enable the child to express it in a dramatic manner. This leads the child towards the highest degree of comprehending what is in the minds of others. In order to appreciate in a wholesome manner, what others have graphically expressed, the child should have sufficiently developed on the intellectual, physical, social, emotional and spiritual levels. Conversely, the help offered in favour of developing various phases would also serve in helping the child appreciate reading. Dr Montessori called this stage as ‘total reading’. At this stage the child would have started enjoying language with all its aspects and also started utilising it towards building up an integrated human personality.
The child by appropriating to himself and taking
possession of a language builds the foundation
and erects the scaffolding of an ever rising
structure of human progress.
CONCLUSION
With the creation of language as a human function complete with all its aspects, the child would be able to conquer the environment. Such a language would also become an effective channel for social and cultural learning. This explains how in the course of acquiring a language, he also acquires knowledge about the world through language.
This is the true perspective in which we must see
the child. This is his importance. He makes everything
possible. On his work stands civilisation. This is why
we must offer the child the help he needs, and be at his
service so that he does not have to walk alone.”
Other Articles
