There are so many questions out there about how and when the alphabet is introduced in Montessori education. Most often there is SO much enthusiasm about starting alphabet work with younger and younger children, which is unfortunate.
There is so much that babies and toddlers can and should be doing, both with language and other areas of development, rather than letter work, which is quite abstract. Just because a child can memorize the names of objects (in this case letter symbols) does not mean that they know what that means or can use that information to later read and write. It is best that letters be introduced when a child has developed other concepts, which I will explain in more detail later in this post.
It is actually interesting that in Dr. Montessori’s time written language was actually considered a higher level skill and instruction didn’t begin until at least 6 years of age and often later. She writes in The Discovery of the Child that “any earlier introduction to letters and the written word is considered almost as a sin.”
Her method, which she based upon scientific observations of children and what the appropriate ages to begin this type of work, was actually revolutionary that they began so YOUNG at about 3 years old. For this reason and countless others, we are misguided to think that even younger than this is better for introducing such abstract concepts. But I digress.
Even well-intentioned parents of 2.5-3-year-olds believe they ARE following the Montessori method when they purchase sandpaper letters and begin introducing them. Here I hope to clear up some common misconceptions
First, in Montessori education, letters are taught by their sound, not their name.
Since children learn to write and read by using the sounds of their language to make up words, in Montessori education we teach letters by their sound rather than their name.
So, instead of teaching “this is “eff”” or “this is “tee”,” we teach “this is “fffff”” or “this is “tttt” (which is actually voiceless and not to be pronounced “tuh”).”
But there is even more that goes into teaching about letters…
Sandpaper letters are not the first material in the Montessori language sequence.
Just because the Montessori method uses sounds and sandpaper letters are the first material that use letter symbols, does NOT mean that this is the first letter work in the Montessori method. There is actually a VERY important work that comes before any symbols are introduced at all.
The work is called the sound games. And *surprise* there are virtually no materials required to do this work with children.
The Montessori education philosophy follows an approach that I find spectacular and so developmentally considerate and appropriate. When followed, the Method goes that concepts are introduced from concrete to abstract. The reason for this is that children grasp what is real, tangible, or easily identified with the senses before they can understand abstraction. Abstraction requires a foundation of concrete knowledge in order to achieve it, and otherwise is not absorbed or understood as completely.
So, before introducing symbols (what we think of as letters), in the Montessori method we use what are called sound games to call the child’s attention to the individual sounds that make up words. It is a listening activity. We do not use any symbols for these games, nor any prepared material. We use objects in daily life.
The games are casual and performed in a step-by-step approach, gauging the child’s interests and abilities as new steps are introduced. Should the child show through playing the games that he is not quite ready for the next step, more work is done on the previous step until he is eager and ready to move on.
This brings me to my next point…
2.5 or 3 years old is not the magical age to begin letter symbol work.
Mastery of each step of the sound games is the only indicator that a child is ready for letter symbol work, according to Muriel Dwyer, author of “A Path for the Exploration of Any Language Leading to Writing and Reading” which is a part of the Total Montessori Approach to the Development of Language, which was published in a 2004 special edition of the NAMTA (North American Montessori Teachers’ Association) Journal (volume 29 number 3). It can be purchased through NAMTA’s website.
In it, Muriel writes, “It must be stressed that this stage is of the utmost importance both for the young children and for those who enter school at 5 or 6 years and unless it is thoroughly covered, it will jeopardise the rest of the scheme.”
We began sound games with Charlotte several months ago (she is now just 3 years old) and we continue to work with her on them. Stages typically take at least a month to work through, sometimes more. A child may stay at the same stage for several months as they are either working on solidifying that step or they may be interested in other areas of learning, such as practical life or sensorial, which are also preparing the child’s hands, eyes and mind for writing and reading in addition to their own primary aims.
But not matter what, oral preparation and mastery of the sound games must occur before any symbols (sandpaper letters or others) should be introduced, no matter the child’s age.
Sound games require no special materials and can be done naturally at home.
The beauty of all of this is accessibility. Any family wanting to follow the Montessori approach, either in it’s entirety or just in the area of language, can begin work with their child with absolutely no materials, other than perhaps a guide for the parent to follow.
As Muriel says in the journal, “Everything we have spoken about up to now can be achieved at home.”
I highly recommend Muriel Dwyer’s journal, as it contains VERY practical advice on how to implement each step of the approach. A wonderful companion to it would be the book “Basic Montessori: Learning Activities for Under-Fives” by David Gettman and also possibly “Montessori Read and Write: A Parent’s Guide to Literacy for Children” by Lynne Lawrence, which is out of print but used copies can be purchased through Amazon.
I hope to publish a second post outlining how the sound games work, to help those who may not have access to one of those resources.
It is important to note that there is no need to over-complicate the sound games or think that there is some material that is necessary to help a child achieve competence with their sounds.
“Above all the aim [of the sound games] is to make the process of exploring words for their sounds an enjoyable pastime so that the child will continue the activity, even when he is alone.” - Muriel Dwyer
If sound games are introduced more formally, the child may see it as something that must be done in a certain way and not consider exploration throughout his day as he speaks and listens to language. Learning should be done as naturally as possible whenever it is possible to do so. A child does not necessarily differentiate between academic work and life, nor should he need to.
Additional language activities that are important leading up to the introduction of sandpaper letters are, as illustrated in the journal are: building vocabulary through conversation and other means, reading and telling stories, reciting and reading poems together, learning how to speak and how to listen, singing rhymes and songs.
My own addition would be that children should be speaking fluently, with many conventions of language, such as (but not limited to): articles, adjectives, past and future tense, advanced nouns and verbs, irregular tenses, as well as close-to-perfect pronunciation. All of these things they learn naturally as they interact with adults and other speaking children in their environment, particularly when those adults use proper language (no baby talk or language that is dumbed down).
I also think it is important to note that the Montessori method is about developing the WHOLE child, not just working on one or two areas. Academics are not seen as any more important than gross motor skills or music. Following the child’s interests, which are guided by his innate drive to learn ensures that he will readily absorb whatever he is working with.
I hope this post has helped clear up some misconceptions about the Montessori approach to language and letter introduction. I could have also delved into the idea that Montessori actually begins with writing rather than reading, which is another difference in the Method when compared to traditional education. Perhaps I will cover that another time. In any regard, thank you for reading.
Now that you know what they are, read about how to play the sound games here.
