Montessori Images - Frequently Asked Questions

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	Frequently Asked Questions
	WHAT IS THE BEST WAY TO INTRODUCE MY YOUNG CHILD TO NEW WORDS? Maria Montessori writes in The Absorbent Mind, of the young child's "insatiable. . . thirst for words." She recognized that during the first six years the child is in a sensitive period for absorbing language. During this critical time the child has, not only an intense interest in words, but will absorb naturally and with ease if the vocabulary presented is based on the child's experiences. For example, in the home children are very interested in handling and using real objects - clothing, food, tools, etc. Giving the precise language for clothing as you help your child to dress is one way to help your child to acquire vocabulary and know that language is connected to real objects and experiences. HOW DO PICTURES GIVE MEANING TO LANGUAGE FOR THE CHILD? Once the child has made the connection between language and real objects and experiences, the world of pictures has more meaning and can be used to increase the child's vocabulary. Pictures can be used to match to real objects in the environment. Also, pictures can be used to introduce new objects not tangible in the environment but based on the child's interests and experience. As the child matures, the vocabulary of an even wider environment can be made available to him through picture books. The two world's of the picture book - the world of the narrative, and the even wider social context of the world contained in the illustrations - combine to provide many opportunities for enriching experience and vocabulary. HOW DO I SELECT THE RIGHT PICTURE BOOK FOR MY CHILD? In general, picture books that reflect your child's life and experiences are a great start. The Children's Book Council offers reading lists and some basic points to keep in mind about specific age groups when selecting a children's book. http://www.cbcbooks.org/readinglists/choosing.html WHEN IS IT APPROPRIATE TO INTRODUCE PICTURE BOOK CLASSIC LEARNING CARDS? Imparting to children that we read for meaning and enjoyment addresses a very critical component of their developing reading skills. Therefore, it is very important to read to your child for enjoyment first and with expression. It is not necessary to interrupt the flow of the story with questions, comments or skills lessons. Follow your child's interests and reread the book if requested. Picture Book Classic card sets are most useful after the child has become familiar with the story and has had the opportunity to question, discuss and take delight in the book. Meaningful skills lessons when offered in the spirit of fun and enjoyment will help to promote your child's love of language and interest in reading.
	WHAT IS SHARED READING? Shared reading, simply defined, is reading with children. Pioneered by Don Holdaway (Foundations of Literacy, 1979), shared reading brings many of the documented benefits of bedtime reading (parent to child) into the classroom. Big book editions are used, so as the teacher reads aloud, all of the children can see, enjoy and interact with the print and illustrations. Multiple readings of the same book are done over a period of several days, and the children are actively involved with each reading. After a picture walk through the book, the teacher may invite predictions about the story, tapping into the children’s prior knowledge of the subject. Then the initial reading is presented with much expression and purely for enjoyment, modeling a very critical component of reading development. Subsequent readings may focus on discussion of the story, comprehension, interesting language and vocabulary, word recognition, and so on. The range of teaching possibiities is wide with high quality children’s literature. With each re-reading the children become more familiar with the text, and, therefore, more actively involved with the reading. The children may participate in a choral reading, echo the teacher’s words, or fill in the missing word or phrase. The familiar text can become the basis for many other learning opportunities, such as print concepts, sight words, rhyming and other skills lessons. Extension activities, such as those available on this website, can be presented. Finally, a smaller version of the book along with extensions can be placed in a learning center as independent work.
	DON’T CHILDREN GET BORED HEARING THE SAME STORY REPEATED? On the contrary, research reveals that repeat readings of a favorite story by the same participants never turn out the same way. The children’s questions and comments, with each re-reading, become more interpretive and evaluative. They are more likely to internalize the language of the book, and make it part of their play talk. Confidence builds, and, following the model of the teacher, they are more likely to attempt to read the book on their own. They are also more likely to use extension activities with success.