Vocabulary both in quality quantitiy
By the end of the I sub phase the child would have already created a language and experiences a special hunger for words owing to the sensitive period for language.
This urge manifests as the naming stage and is called the ‘what period’. When the child enters the An educational environmenthe may have acquired a considerable vocabulary for which he may not have an experience to relate to. Conversely he may not be in possession of the suitable vocabulary for certain experiences he has made on his own. In a prepared environment his hunger is fed by giving him names of various objects or elements in the environment. Beginning with the elementary movements he is offered the casual language [precise language yet given in an informal manner]. This also extends through exercises of practical life, thus correcting any incorrect vocabulary he might have acquired and also furnish new words. Additionally the directress also uses accurate terms for the various actions that are performed during the presentations. The child is also led into the orientation game, wherein he is helped to orient to the environment by labelling the various parts of the environment inclusive of the various utility items. Later he is given the names of the parts of objects which he learns and becomes completely familiar with the objects with all their details.
When the child starts working with the sensorial material, he is given scope to experience each physical property in isolation. Having worked with sensorial activities he is able to classify the wealth of impressions he had gathered and gradually the impressions assume the status of a concept. The concept is finally given a finite form by giving suitable technical and appropriate names. This specific nomenclature is offered via a three period lesson.
The child is also offered the pragmatic language with the help of the grace and courtesy lessons as related to the local culture. Later he is offered the various language patterns related to the other cultures of the world, thus enabling him to cultivate interest in the world, even as he can appreciate his own.
Enrichment of vocabulary may be done both formally and informally. In the formal context the child is given classified pictures of various categories, namely the home environment cards, the social environment cards and the scientific cards. With the home environment cards the various aspects of his home along with the utility items are presented. This not only enabled the child to relate to the an educational environment as his home but also gives him enriched vocabulary both in quality and quantity. Following this the child is introduced to the social environment cards namely the places of worship, various places that he would visit and the related language. Further the scientific cards which include botany, zoology, physiology, geography, art, music, etc are also introduced. Broadly the child is taken from global to specific and from simple to complex. The various sets of cards which are used are classified under distinct categories which would further help him create mental headings along with a vocabulary rich in quality and quantity.
Having acquired a rich vocabulary the child is givens cope to utilise them through a number of group activities and games. These activities enable him to use his vocabulary in context to express his thoughts and communicate with ease. The group games also offer the child a personal experience with correct syntactic application of a language.
Next...Other Articles
