A good foundation in reading and language may influence all aspects of academic development. Early language competency and literacy are viewed as leading indicators of children’s educational progress, hence the value of early childhood education is well acknowledged (Raymond-West & Rangel, 2020). The far-reaching consequences of early childhood targeted reading and language interventions are enormous. Being familiar with various instructional approaches as well as the general theoretical underpinnings of teaching led to the distinction of one specific aim, which should become my focus. This aim is particular to the teaching approach, which should take precedence in the learning process. To deliver intentional literacy interventions that might potentially predict future academic accomplishment, it is critical to coordinate and work with a child as an effective team (Raymond-West & Rangel, 2020). Instead of imparting knowledge, teaching should take the form of engagement and cooperation, which is often overlooked by educators.
Montessori understood the importance of a language-rich environment for children and incorporated it into her own curriculum. She focused extensively on literacy and language issues, however emphasizing the need for the child’s independence (Isaacs, 2018). Children can work in groups or alone, according to their own preferences and rhythms (Isaacs, 2018). She assumed that the instructor should follow the child, establishing a positive individual and social setting to satisfy the child’s requirements.
Montessori materials were created in a classroom setting, concentrating on the interests of the children based on their developmental stage and with the notion that manipulating physical items aids in the development of knowledge and abstract thinking (Isaacs, 2018). These resources enable children to explore and experiment on their own and allow for repetition, which improves focus (Isaacs, 2018). In this setting, the instructor pays attention to each child’s interests and provides chances for individual work and thus independence.
References
Isaacs, B. (2018). Understanding the Montessori approach: Early years education in practice. Routledge.
Raymond-West, T., & Rangel, V. S. (2020). Teacher preparation and novice teacher self-efficacy in literacy instruction. Education and Urban Society, 52(4), 534-560. Web.