The Absorbent Mind: Dr. Maria Montessori observed that children from the ages of 0-6 absorb information non-selectively from their environment. Infants and toddlers aged 0-3 absorb information unconsciously, without effort. Their brains are able to soak up information as a sponge, constantly and limitlessly. “The child seems to take in these things, not with his mind, but with his whole life.”
Sensitive Periods: The second developmental observation Dr. Montessori made in her studies was that of developmental sensitive periods. Sensitive periods are a number of important developments that occur within a specific time period. Each of these periods is finite, and as one sensitive period ends, another will occur.
Ages 0-6: The sensitive period for language development occurs from birth through age 6. Dr. Montessori observed that there is an explosion of language development around 18 months of age. This is where your child suddenly seems to have hundreds of words and will begin to use their words to communicate their needs. It is a magical time in toddlerhood.
The Bay Farm classroom environments are prepared according to all of the sensitive developmental periods outlined by Dr. Montessori. Each classroom has an area for sensory exploration, motor development (fine and gross motor activities), also known as the refinement of movement, and activities to encourage and satisfy their need for order. We have activities that encourage the child’s need for social interaction, and we encourage the development of toilet learning. Each classroom has an area designated for language development.
As we know that the child absorbs language from his environment, we understand the importance of exposing infants and toddlers to a rich language environment that considers all the different developmental levels we have in our toddler classrooms. The materials are designed to be explored by each child in the classroom at each level of development.
We hold group time each day which consists of singing songs, reading books, holding discussions, and presenting new materials or activities. We understand that children need repetition in order to assimilate new information, so we repeat books and songs often. We observe the children to gauge interest levels and switch songs and books as interest wanes. During the year, we may bring back old favorites as many children find comfort in revisiting songs from the beginning of the year.
Our language shelves hold language objects and picture cards for matching and discussing. There is a specific order to presenting language-matching materials. We begin with object-to-object matching. This is a concrete activity that helps to improve certain cognitive skills such as visual memory, short-term memory, and pattern recognition. We then move on to object-to-picture card matching, which is a little more abstract in concept. This activity helps to improve cognitive and concentration skills, helps children to define characteristics of real objects and their picture representation, it helps visual discrimination and order, helps to boost problem-solving skills, and it enriches vocabulary.
The last presentation of language-matching material is the picture-to-picture language cards. This is the most abstract material in the set of language-matching materials. Picture-to-picture matching will help children learn to visually discriminate between objects without the use of touch. They must visually determine which objects are the same.
Verbal Expression: Our day is built around exposing children to a rich language environment. We explain each step of care we give our children before beginning. We tell them and wait for a response before we pick them up, wash their face, or move their bodies in any way. Diapering is an inclusive process, where each step is explained, and we encourage participation from the children. We help the children with conflict resolution by giving them the words needed to make their point. For instance, if we hear crying or yelling and witness a struggle over a toy, we tell the child, “Tell Johnny it is your turn to use the toy,” and we tell the other child, “Tell Scotty that you would like a turn when they are finished.” Even if the child is not able to use those words yet, we expose them to the language so that it is stored in their memory for the future.
Using clear, concise language, repeating language activities, and speaking to the children respectfully and as important members of our community is a very important part of our language curriculum.
It is a privilege to be part of this exciting chain of development in our toddler classrooms.
