Development of language
Human development through a lifetime is an acquisition of consciousness on ever ascending levels. At birth man does not posses any language. But as if by a miracle human language emerges gloriously and effortlessly. It is a dramatic acquisition on the part of the human being. It is a unique gift man has given to himself.
The language acquisition is made possible owing to the mechanism of language that exists in human species. Language has served both as a means and as a result for human development. Language as a means of expression for human thought encompasses all aspects of human life, i.e. brings to life the events of the past and glides over the present and helps in visualising the future. It is the brain child of human intelligence that has created language as a potential means of communication. It serves as a means of establishing, maintaining and continuing human relationships. It also contributes greatly towards the higher levels of abstraction.
Language is not a natural attribute given to all the human beings. He acquires it during the formative years of his life. Not the possession of language in itself but the possession of a special mechanism which enables men to make languages of their own is what distinguishes the human species. The unfolding of language is aided by special powers and factors such as the absorbent mind, periodical sensitivities and the human tendencies. He has the potentiality to absorb that which is a vital part of his environment. In this regard the environment plays a significant role in his language development. In addition to this Dr Montessori also realised that all forms of human development has to be suitably supported in their process of creation. Based on her extensive observations conducted around the child she concluded that an environment conducive to the child’s development is the most important form of assistance rendered for human development throughout his life, more so during his fundamental years of life. Having realised that the developing child has a very sensitive psyche, he should be supported by the principle of indirect approach which was based on the recognition of the child’s individual rhythm. This understanding made her realise that the educator should not only understand the scientific process involved in the development so as to support it suitably but should also develop the correct sentiments towards the growing child.
She realised that an environment has to be prepared exclusively catering to the needs of the child. While preparing the environment the directress should consider the past achievements, the present needs which may be manifested or anticipated and the future tasks which would be possible only if their present needs are fulfilled. Such an environment was given the term ‘House of Children’. Such a house should offer him freedom for exploration and development. Being a natural explorer he would spontaneously and joyfully absorb the whole environment without any deliberation. Just as he absorbs various elements language is also absorbed along with them. Language development as a human function involves the physical, intellectual, social and emotional aspects of his personality. Guided by the various powers of his mind, the child absorbs a language from the environment by his own efforts.
Around 2 ½ to 3 ½ years of age, when the child enters the House of Children, he would have already acquired the spoken language with considerable semantic and syntactic potential. The language he possesses would reflect his home environment and may have adapted certain incorrections. Thus his language may be inadequate from various points of view. As the absorbent mind gradually gains consciousness the child needs to consolidate the various human functions and mental faculties which also include consolidation and further refinement of his spoken language. Since the child cannot achieve this task all by himself the prepared environment should offer favourable conditions for the task of consolidation through utilisation. In other words, the need to establish social relationships can be suitably supported when the child is able to use the language correctly and comfortably to communicate. The consolidation of the spoken language would also serve him in his future. It should also enable the child to fix his language in an enduring manner for the rest of his life. Though the spoken form of language as a superior creation of the human mind, it is not concrete enough for the child for his future intellectual pursuits. Therefore the child has to acquire the related language skills of writing and reading, thus assistance offered towards consolidation and refinement of the spoken language would also be an investment towards the child’s future.
In this regard the directress has to prepare and maintain the environment exclusively in favour of the developing child. The directress herself should serve as a means of development in the field of language. She should serve as the link between the child and the environment leading him towards constructive, positive exploration of the environment. Following the child’s admission in the An educational environmentsuitable help should be offered towards refinement and consolidation of his spoken language. It is in this refined form that his spoken language would serve as the sounding board for the development of other language skills such as writing and reading. The directress in favour of the child has to consider certain prerequisites that are not just stimulants but very basic essentials for the child to gain mastery over his spoken language. These need to be incorporated in the form of various types of help offered in the prepared environment. Thus the role of the prepared environment in favour of the spoken language assumes great significance.
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