MONTESSORI THEORY

Ms. Madhuri

DEVELOPMENT OF LANGUAGE
___

By J Poornima

INTRODUCTION

Language is developed by a
group of people, in a shared
place and time, who live, work,
and express themselves as a
community. The syntax of the
language provides
organization, while grammar
provides context to what is
being communicated regarding
the past, present, or future.
Conventions and rhythms of
language change over time
with cultural shifts. For
children, the first three years
are the sensitive period for language development.

The human brain has adapted to be particularly receptive to language in the early years in order
to allow children to quickly and effectively communicate and work with others in the
community into which they are born.

While language and movement develop in parallel, the peaks, or milestones, are not achieved
simultaneously. It requires significant energy to develop the respective neurological and
physiological apparatuses for speech and mobility, and so the young child will work on these
skills separately. Support and activities for both skills should be provided for both skills during
this sensitive period.

As perceptive and expressive language both develop through exposure to a language-rich

environment, the child will acquire a more receptive language and earlier. What the child can
understand, such as directions and questions, will exceed what the child can express for itself.
Expressive language during this period might be the use of a single word, such as “toilet”, to
indicate a deed or desire.

In the first year, the vocal cords are maturing. Infants are born with the vocal cords quite open,
like those of other primates, to allow for ease of nursing and swallowing. Through the nursing
process, the jaw and tongue muscles are strengthened and the vocal cords elongate allowing for
a greater range of sounds. By the first birthday, a child can produce the sounds of a mature
human language.

The context of the exposure to language to language is critical during this time. All
opportunities to speak directly to the child, describing daily activities and providing diverse and
repetitive content allows opportunities for developing understanding. This is true for body
language as well. Physical interactions and facial expressions provide context for
self-expression. The inner language of the child is first expressed through the body language to
later be followed by verbal language.

The emergence of verbal language is dependent on the healthy physical development of the
auditory apparatus as well as the vocal cords. Auditory development is the first necessity for
receiving the stimulus of a language-rich environment. This is followed by the development of
the vocal cords through the myelination process through nursing or other modes of receiving
nutrition. The mouth and tongue must move in a manner which allows for the production of
sounds foundational to the language of the environment.

Physiological concerns, such as a tied tongue or using soothers too often to allow for muscle
development, can also delay the emergence of speech.

The third necessity for the emergence of language is an environment which provides rich
exposure. Conversation, varied and beautiful literature, and constructive language describing
actions and processes provide a range of context for the use of language. This exposure can also
greatly support the fourth necessity, which is the child’s desire to speak.

Beautiful and respectful language and conversations invite the child to engage with others.
Directive language, on the other hand, does not allow for the child to respond or practise
expressive language. Mixing languages in the same sentence can also create confusion for the
child who is still learning the rules of each language. If multiple languages are spoken in the
same home, they should not be mixed so as to not confuse the syntax of respective languages.
The Ages and Stages of Development

The pre-linguistic phase of development begins approximately seven months in utero. Sounds
from the environment begin to reach the child and exposure to these familiar sounds and voices
prepare the child to transition into life outside the womb. At two months crying may be
differentiated for each need. By three months, the child may be able to make modulated vowel
sounds. Consonant sounds should begin around six months, indicating the healthy
development of the auditory apparatus. The early formation of consonant sounds is dependent
on proper hearing as well as the opportunity to observe the lip and tongue movements of
speakers. This is why lowering to speak at the level of the child is so critical. While vowel sounds
are instinctual for infants, consonant sounds are an essential learning for the development of
speech.

From six to eight months babbling will be differentiated and associated with specific objects or
people. By ten months body language is clearly developed with the child waving goodbye and
physically responding to instructions. At twelve months the vocal cords are matured and the
child is ready to produce the first meaningful words.

This brings us to the linguistic phase. By this time a child may learn two to three new words per
day. From eighteen to twenty four months vocabulary will expand rapidly. A few sentences with
nouns and verbs might be expressed. By three years, grammar is learned and allows for more
complex sentences and expressions. At this stage, a child could learn as many as nine words per
day. During this time we also see the impact of the self-affirmation crisis on expression.

From two to three years, when the child is presented with a single choice, such as “Do you want
to go to the toilet”, the child will frequently respond in the negative. This is a sign that the child
is developing a sense of self separate from the caregivers. This is the beginning of the will and
attempts to exert it. Without hindering the development of the will, we can provide limits and
boundaries which allow the child room for expression with safety.

ROLE OF THE ADULT

The adult should be to provide the richness of language and limits. Natural and interactive
human language should be provided in-person and not by devices. Screens provide language,
but no interaction, the inability to observe the formation of sounds, and often excessive and
distracting noise which are designed more for marketing to the child than supporting
development. The excess noise and lights detract from the processing of language.

The adult should also provide articulate language rather than reinforcing babble.
Consistent naming of objects and behaviors will help a child to acquire more expressive
language. Correct language may also be reinforced indirectly by recasting a child’s expression
using proper grammar and syntax. The adult should also show interest and respect for the
child’s work and expressions. In this “dance” we encourage children to express and interact
more. This includes following and respecting body language and cues, describing the cues
verbally, and engaging as if they are a valid form of communication.

CONCLUSION

The adult is the most important language material which the child will turn to again and again.
Respect for the child’s individuality and personal expressions can be shown by speaking and
interacting at the child’s level, making eye contact, and providing context to the child’s needs
and desires before responding with corrections or affirmations. In this way we show through
actions that the child is valued and has valuable contributions to share with the family or
community.