The Montessori Elementary Material. Maria Montessori Montessori

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      FOOTNOTE:

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      [1] The process of learning to read has been more fully set forth in The Montessori Method; the child at first pronounces the sounds represented by the individual letters (phonograms), without understanding what they mean. As he repeats the word several times he comes to read more rapidly. Eventually he discovers the tonic accent of the word, which is then immediately identified.

II

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      WORD STUDY

      When a little child begins to read he shows a keen desire to learn words, words, words! Indeed in the "Children's House" we had that impressive phenomenon of the children's tireless reading of the little slips of paper upon which were written the names of objects.

      The child must acquire his word-store for himself. The peculiar characteristic of the child's vocabulary is its meagerness. But he is nearing the age when he will need to express his thoughts and he must now acquire the material necessary for that time. Many people must have noticed the intense attention given by children to the conversation of grown-ups when they cannot possibly be understanding a word of what they hear. They are trying to get hold of words, and they often demonstrate this fact by repeating joyously some word which they have been able to grasp. We should second this tendency in the child by giving him an abundant material and by organizing for him such exercises as his reactions clearly show us are suitable for him.

      The material used in our system not only is very abundant, but it has been dictated to us by rigid experimentation on every detail. However, the same successive choices of material do not appear among the children as a whole. Indeed their individual differences begin to assert themselves progressively at this point in their education. The exercises are easy for some children and very hard for others, nor is the order of selection the same among all the children. The teacher should know this material thoroughly. She should be able to recognize the favorable moment for presenting the material to the child. As a matter of fact, a little experience with the material is sufficient to show the teacher that the educational facts develop spontaneously and in such a way as to simplify the teacher's task in a most surprising manner.

Suffixes and Prefixes

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      Here we use charts with printed lists of words which may be hung on the wall. The children can look at them and also take them in their hands.

      List I

      SUFFIXES: AUGMENTATIVES, DIMINUTIVES, PEGGIORATIVES, ETC.

      buono (good): buonuccio, buonino, buonissimo

      casa (house): casona, casetta, casettina, casuccia, casaccia, casettaccia

      formica (ant): formicona, formicuccia, formicola, formichetta

      ragazzo (boy): ragazzone, ragazzino, ragazaccio, ragazzetto

      lettera (letter): letterina, letterona, letteruccia, letteraccia

      campana (bell): campanone, campanello, campanellino, campanino, campanaccio

      giovane (youth): giovanetto, giovincello, giovinastro

      fiore (flower): fioretto, fiorellino, fioraccio, fiorone

      tavolo (board): tavolino, tavoletta, tavolone, tavolaccio

      seggiola (chair): seggiolone, seggiolina, seggiolaccia

      pietra (stone): pietruzza, pietrina, pietrone, pietraccio

      sasso (rock): sassetto, sassolino, sassettino, sassone, sassaccio

      cesto (basket): cestino, cestone, cestello, cestellino

      piatto (plate): piattino, piattello, piattone

      pianta (plant or tree): piantina, pianticella, pianticina, pianterella, piantona, piantaccia

      fuoco (fire): fuochetto, fuochino, fuocherello, fuocone, fuochettino

      festa (festival): festicciola, festona, festaccia

      piede (foot): piedino, piedone, pieduccio, piedaccio

      mano (hand): manina, manona, manaccia, manuccia

      seme (seed): semino, semetto, semone, semaccio, semettino

      semplice (simple person): semplicino, semplicetto, sempliciotto, semplicione

      ghiotto ("sweet-tooth"): ghiottone, ghiottoncello, ghiottaccio, ghiottissimo

      vecchio (old man): vecchietto, vecchione, vecchiaccio, vecchissimo

      cieco (blind): ciechino, ciechetto, ciecolino, ciecone, ciecaccio

      Note:—The rôle of augmentative and diminutive suffixes in English is vastly less important than in Italian. Here are a few specimens:

      lamb—lambkin duck—duckling bird—birdling nest—nestling goose—gosling mouse—mousie girl—girlie book-booklet brook—brooklet stream—streamlet poet—poetaster

      The child's exercise is as follows: he composes the first word in any line with the alphabet of a single color (e.g., black). Next underneath and using the alphabet of the same color, he repeats the letters in the second word which he sees also in the first. But just as soon as a letter changes he uses the alphabet of another color (e.g., red). In this way the root is always shown by one color, the suffixes by another; for example:—

      buono

       buonuccio buonino buonissimo

      For English:

      stream

       streamlet lamb lambkin

      Then the child chooses another СКАЧАТЬ