Montessori Early Childhood Language: Life-Long Literacy by Dr. Ann Epstein

The development of language in early-childhood classrooms is an umbrella for the entire Montessori curriculum. Often teachers and parents consider activities on the shelves of the Language area as the heart of actual language learning. Certainly these activities provide powerful opportunities, but language learning occurs most profoundly in the moment-to-moment life of interactions within the classroom.
Twenty years ago, working as a speech pathologist, I discovered the wonder of language development in young children. Although I detoured away from speech and language pathology into Montessori early-childhood education, I maintained my awe of how children learn to listen and speak and, later, to write and read. I have had the opportunity to share my language interests as a teacher educator with several Montessori teacher-education programs. During the last four years, I have continued my learning in a slightly different context. As a supervisor for the University of Maryland's undergraduate early-childhood special-education program, I have worked with teachers, students, and children in both inclusive and segregated special education settings, often working with children with language delays.
In this article, I will suggest a foundation for the development of language skills, review key Montessori language materials and activities, and present suggestions for expanding language practices in Montessori early-childhood classrooms.

Language Everywhere, All the Time, with Everyone: A Foundation for the Development of Language
We know that the development of a young child's language skills begins at conception. An infant is born into a family with a unique communication style. Family members may be quite open, freely expressing their wants, needs, and feelings. Alternatively,