Montessori's Emergent Reading Theory

This study anchors on the principles of Emergent Reading Theory, Piaget’s Cognitive Development Theory, Montessori’s Theory of Learning, Social Development Theory, Bottom-up and Top-Down Theories, and Social Learning Theory. The relationship of these theories is shown in Figure 1 on preceding page (page 12).

While it is true that a very comprehensive reading program for young learners is a very significant factor, the characteristics and needs of kindergarten pupils are never set aside. The schools, then, need to be responsive to the wide range of developmental levels, backgrounds, experiences and needs of the children who are starting school (Katz, 1997). Based on these premises, different theories involving child development need to be taken

According to Montessori as cited by Cooney and Jones (2011), learning occurs when children interact with both the environment and people around them. Children are active participants in their own learning. Montessori recognizes the important role of the prepared environment in which the learner moves about. Montessori also mentioned about the young learners having the characteristic of absorbent mind. Stimuli from the child’s environment including the social interactions made by the child are absorbed without any difficulty which becomes part of his character. In harmony with this statement, Montessori confirmed the characteristics and innate potentials of early learners in the sensitive periods of development which serve as guide to lay down the foundation and prepare the proper conditions in an environment of a growing child if the ultimate goal is to develop the child’s potentials which will become firmly rooted as part of the child’s character. This implies proper timing when addressing a need to maximize effort on the part of the provider and ease and enjoyment on the part of the learner while steering the child’s course in the right direction. Montessori refers the sensitive period to a special sensibility which a growing child acquires in growing up years. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait, or characteristic, has been acquired, the special sensibility disappears. This trait signals readiness in the acquisition of a skill which a teacher should be keen to spot and to take advantage of when giving an appropriate material and assistance to enhance and facilitate the acquisition of knowledge and skill. Sensitive period for reading surfaces during the preschool years, hence early childhood educators would benefit the young learners if the potentials of these young learners are harnessed during this