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KMID : 0381219820140020021
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Journal of RIMSK
1982 Volume.14 No. 2 p.21 ~ p.43
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A Comprehensive Review of Montessori Program for Language Development
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金憲秀/Kim, Hun Soo
申和湜/李恩和/Shin, Hwa Sik/Lee, Eun Hwa
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Abstract
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The present study was attempted to critically and comprehensively review Montessori program for language development and Montessori method. The critical review of the assumptions and theories underlying Montessori language program was made prior to the development of Korean version of the original Montessori program and its field application.
The problems and deficits of Montessori program identified through the review are as follows.
First, in Montessori the aspect of language development through verbal interactions between teacher and child and among chil*-en themselves is generally neglected in the sense that the program is composed mainly of child´s sensory experience with non-human play tools. Thus, the person-to-person verbal communication is particularly facilitative of listening and verbal expression skills, and also teacher-child interpersonal intimacy.
Second, While Montessori´s program places its primary emphasis on reality perception and concept formation through sensory learning, consideration on the other important components in the child´s cognitive development based on creativity such as a imaginative, fantastic play and storytelling are insufficiently reflected in its program.
Third, it was assumed in that program that the development of reading skill was preceded by that of writing skill. However, field observations often reveal that the development sequence is the opposite. This implies that the validity of the Montessori assumption remains equivocal.
Therefore, those problems must be considered in the development of the Korea version of the original Montessori program, and it should be attempted to partially reduce such problems by adding supplementary components to its original programs. Besides, minor modifications of its original program should be made in terms of alphabets, letter composition, and grammar as well difference in culture.
Also, some qualifications in relation to its field implementation need to be considered.
First, Montessori materials are relatively expensive. Therefore studies for producing the tools of the same quality at lower cost in mass production system have to be followed.
Second, Montessori program requires qualified Montessori teachers. Therefore, teacher training program needs to be developed and implemented prior to its application.
In conclusion, the general scheme of Montessori method and program for language development is action-oriented and reality oriented education. The supplementary use of person-to-person verbal communication in parallel with the original Montessori program will be more effective than applied by the latter program only.
The experimental pilot form of the Korean-version Montessori language program must be attest to its applicability to Korean kindergarten children. Further studies on the validity of the program have to be followed prior to its adoption in Korean kindergarten system.
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