Using Montessori Method to Teach Children to Learn Chinese

There is plenty of languages in the world, and for a young child, it becomes very difficult to apprehend a specific language. Children, therefore, have to go through the process of schooling to enable them to grasp the language. Learning verbal communication is now not an easy task especially for childrenbelow the age of two. Research suggests that analyzing and writing are the most significant skills which children require in growing their skills. The two aspects also assist children in communication and paves the way for advanced study. Before teens learn how to read and write, they should have the capacity to talk. It is at this stage where they enjoy expressing themselves through verbal communication. Teaching a language like Chinese may be very difficult to a young child. Therefore, it is important to help them understand some patterns in the language. Montessori is the best platform for helping small children to understand and acquire knowledge and skills, and also develop their vocabulary. The aim of writing this essay is to explore various aspects of teaching a language. The study specifically focuses on teaching Chinese language to children using Montessori Method and guides them through the transition. A  Montessori environment is a platform that helps young children in their language development as opposed to other methods of communication.                        

The Montessori environment is set to help young children to comprehend the second language and to also support their transition. There are various ways in which Montessori support in learning a language like Chinese. First, they take children to a classroom that is accessible without language. In these classes, only hands are involved and many materials are used without any verbal communication skills. In teaching small children a language like Chinese it is important to use Chinese puzzles and blocks. Here, a teacher involves a child in playing a game of blocks and puzzles even without verbal communication. The platform also offers group activities where a child who lacks language skills can decide to do something else (Leung & Ruan, 2012).

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Another thing that the environment offers to children learning Chinese is the individual demonstration. It can be done using materials not basically a verbal class.  The teacher is expected to address issues on a one on one basis, giving instructions to a child. A child is required to sit while the teacher on the other end demonstrates slowly and carefully about how certain activities function. This help in developing the child skills as they follow and study how to do certain things, even if they cannot get the teacher’s language (Leung & Ruan, 2012).

Montessori is equipped with a lot of Chinese materials and skills that helps the development of children in response to their interests. Understanding a language like Chinese may require a lot of materials for the child to know. Research has shown that a child can only learn a language if the words provided ties with the activity that the child is engaged in. In these classes, a child is subjected to many activities and a teacher is able to offer a response in a language that may make sense to the young student. Some examples of these duties are the practical behavior in life, sensorial characters, and style and courtesy. The practical manner in life helps the children to learn the names of most basic equipments, as well as many verbs and adverbs. They are also able to paint. A teacher may show them how to paint. They mention the material used (the brush, color, easel, apron, cup, water) and also the final product. Sensorial characters are very important as they help the children in understanding various attributes. For instance, they are able to know the sound that a certain component makes, whether loud, low, and high and also that is quite. They are able to know the texture, the smell, taste, and also the shape of different things. The style and courtesy aid the children in learning how to express their needs and feelings without using words. This is the most significant aspect that all children should possess in order to help them communicate their needs and emotions (Montessori, 2012).

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The Montessori environment for teaching children Chinese also offers an open language program that guides the teachers at providing new words for the children. This is done using the three-period lesson approaches. The first lesson is the naming period. Here, the teacher provides a picture or an object to a child with a name, then allows them to repeat the name. The second lesson is the acknowledgment and association. It helps in testing the understanding of a young learner. A teacher may point a picture or an object and ask a child to hand it to them. The final lesson is the recall. Here the teacher tests the understanding of a child by asking them to identify an object without the teacher’s aid (Montessori, 2012).

Montessori also offers a clear and recurring structure that guides self-determination. This is very important to a child who enters a new environment. Montessori classes combine the independence for individual duties with a clear formation and practice. They children equip themselves with knowledge by choosing what activity to carry out for as long as they want. They are able to manage time and understand what activity to carry at what time (Montessori, 2012).

The learning method at Montessori helps the children to learn from their peers. Peer modeling in a classroom is very significant as it helps the children to learn from others. A child can watch other children and model after them.

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By use of the Montessori system in teaching young children Chinese, the older children volunteer to help the young ones. The classes in the Montessori system are composed of people with age gaps. The younger children are taught different languages by the elder children. The older learners often act as translators for the younger students who speak their language (Leung & Ruan, 2012).

Lastly, the Montessori system of education has been able to focus on polite and gracious communication among the children. Most Chinese parents fear that their children may suffer socially. It is different since students using this method learn how to help and greet others and also convey their thoughts using words. The students also try to be compassionate and they volunteer to help the new children find their way while in class (Leung & Ruan, 2012).

Conclusion

According to Montessori, new students can learn literacy through physical, mental and social skills. They are supposed to use their eyes and hands to recognize objects and also know various shapes and sizes of different materials. The children are able to acquire progress in language development and also divide the words into sounds by acquainting themselves with the sound produced by each letter. Using the Montessori for teaching young children helps them in learning verbal communication when involving them in dialogue with relatives and also the peers.

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References

Leung, C., & Ruan, J. (2012). Perspectives on teaching and learning Chinese literacy in China. New York: Springer Berlin Heidelberg, 2012.

Montessori, M. (2012). Dr. Montessori's Own Handbook. Newburyport: Dover Publications, 2012.