The main principles of Montessori grammar

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Why choose Montessori grammar as a method for studying the construction of language? What are its main principles, and how do they transform the learning of grammatical notions into a concrete, playful experience for children? Maria Montessori devised a method in which each type of word is associated with a visual, manipulable symbol. This sensory and progressive approach offered by Montessori grammar enables children to understand sentence structure as early as kindergarten.
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Children discover the nature of words by manipulating grammatical symbols designed to give meaning to each notion. This visual and tactile coding of language is introduced from the sensitive language period, before the age of 7. Introducing grammar at an early age facilitates the assimilation of concepts and reinforces reading, writing and oral expression skills.
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But how does learning grammar with Montessori materials actually work?
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Montessori grammar: progressive sensory learning
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Why introduce grammar in kindergarten?

Maria Montessori believed that learning grammar had to be concrete to be effective. At the same time, one of the pillars of Montessori pedagogy is to move from the concrete, which can be manipulated, touched and moved, to the abstract. What's more, from kindergarten onwards, children are sensitive to sounds, words and their arrangement. By drawing on their natural curiosity, we can help them discover the first grammatical notions effortlessly, through play and manipulation.‍

Sylvie d'Esclaibes stresses the importance of introducing Montessori grammar before the age of 7, when children are going through a sensitive period. sensitive period language.

"It's very important to learn grammar at a very early age. Grammar can really be a game for children," she explains in this article.

At this age, their absorption capacity is at its peak, enabling them to integrate basic grammar in a lasting and intuitive way.

However, for this learning experience to be natural, it is necessary :

• make sure the child is ready;
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• to have a precise progression;
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• use concrete objects for a sensory approach.
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How to introduce grammar in kindergarten Montessori grammar symbols

One of the key tools of Montessori grammar is theuse of grammatical symbols. Maria Montessori associated each type of word with a shape and color. This facilitates visual recognition and memorization.

Here are the main symbols used:

• The verb: red sphere. It rolls and therefore represents movement and action.
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• The name: black triangle. With its base, it is a symbol of stability.
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• Adjective: dark blue triangle. Its form is identical to that of the noun, since it's related to it. It specifies its characteristics. Here, it has a specific color.
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• The determiner: a small, light-blue triangle. It too is linked to the noun, hence its triangular shape. It's smaller, as it usually consists of just a few letters. It introduces the noun.
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• The adverb: small orange sphere. This is the same form as the verb symbol, since the adverb completes the verb.
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• The preposition: green bow. This form is used to introduce a complement.
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• The conjunction: pink parallelepiped. A "line" to link two groups of words makes sense.
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• We also have the pronoun, the numeral adjective and the interjection.

Thanks to these simple, meaningful shapes, first presented in volume, then in a 2D version, children naturally visualize and understand sentence structure. This sensory method avoids purely theoretical learning, often a source of difficulty and discouragement.

By manipulating grammatical symbols, children classify, order and analyze words with pleasure, without constraint. This practical experience makes it easier for them to memorize grammar and apply it with ease in their written productions.
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Montessori grammar progression

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Step 1: Intuitive verb recognition

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From the age of 4-5, children discover grammar through action and experimentation. They observe and manipulate symbols without the need for immediate memorization.

Through games, verbs are introduced through movement, to facilitate their assimilation.

Here are some ideas for activities:
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• Associate verb labels ("jump", "tap", "swim") with actions that the child performs. This can even be turned into a collective mime game: the child picks a card with an action verb and mimes it to his or her classmates, who have to guess which verb it is.
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• Play with animal miniatures and verbs: ask the child to say what action a particular animal can perform. "What does the horse do? The horse gallops. "The dog runs", "The cat jumps", "The bird flies"...
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• Understand that the verb expresses an action, by manipulating the red sphere (symbol of the verb). Roll it, drop it, make it bounce back and forth, then show that the sphere becomes a red disk when drawn.
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This initial approach, which relies on oral language and the body, enables children to identify verbs naturally, without the effort of memorization.
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Step 2: Classification of words by type

Once the verbs have been identified, the child discovers nouns through concrete games. This stage relies on the manipulation of real objects to anchor concepts in the tangible.

Possible activities include:
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• The name game: the adult names an object and the child has to fetch it ("Bring me a pencil", "Find a book"). This is then an opportunity to explain to the child that the object he or she is asked to bring has a name. At first, we only work with the names of concrete objects that can be grasped and brought along. If the child can read, these names can be written on black labels. The child reads the word and goes to find the object, miniature, animal figurine, etc. These cards are placed under the triangle. These cards are placed under the black triangle symbolizing the name. The game can of course be reversed, with the child giving the instructions and suggesting names.
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• Word sorting: as nouns and verbs have been introduced, children can be invited to sort these two types of words. A series of nouns and verbs are written on labels. The child reads them and places the nouns under a black triangle and the words identified as verbs under the red disc.
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In the same way, it will be possible to approach the notion of adjective, by taking up:
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• The adjective game: this time, we give a specific element to designate the object to be fetched (a blue pencil, the brown cow, the green sweater, the little horse, etc.). Each time, we make it clear that blue, brown, green or small is an adjective. The adjective specifies the name of the object to be retrieved. We write these adjectives on blue labels. And we introduce the blue triangle symbol. To help the child grasp the notion of adjectives, we reverse the roles, and the child in turn qualifies the objects he or she designates.
  
  You can also play with boxes of geometric shapes, which often contain triangles, disks, rectangles and squares of different sizes and colors: can you fetch a small square or a yellow square... and for the more experienced, "a small yellow square".
  
  
• Sorting words: as with sorting between nouns and verbs, we can suggest sorting between nouns and adjectives.
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These activities allow children to structure their language while having fun. Of course, in the same way, determiners, prepositions, adverbs, etc. are introduced.

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Step 3: Sentence analysis and grammatical construction

Between the ages of 5 and 7, children begin to structure complete sentences and assign symbols to words.

It's then possible to start analyzing and producing simple sentences following a grammatical construction instruction.

• Grammatical analysis at associating symbols with words in a sentence :
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  • The adult writes a simple sentence on a strip of paper ("The cat is sleeping.").
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  • The child places Montessori symbols under each word:
    • Name (cat) → black triangle
    • Determinant (le) → small light blue triangle
    • Verb (dort) → red sphere
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  • Gradually, sentences become longer and more complex ("The little black cat sleeps peacefully under the table.").
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  • The pedagogical objectives are to :
    • develop intuitive grammatical analysis ;
    • help memorize grammatical categories ;
    • reinforce understanding of sentence structures.
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• Creation of noun phrases and sentences with imposed constraints :
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  • The child draw three cards indicating a grammatical category:
    
    • 1 " name " card
    • 1 " verb " card (or "adjective" if you're working on extending the nominal group, for example)
    • 1 " adjective " card
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  • He must form a sentence using these elements. He can naturally add the determiner, if it has not yet been introduced (e.g.: "The little dog runs." or "The big black horse" if we are working on the nominal group).
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  • You can add levels of difficulty by introducing other cards ( adverbs, prepositions...).
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  • The pedagogical objectives are to :
    • encourage active grammatical construction ;
    • develop imagination and creativity ;
    • consolidate identification of grammatical classes.

Thanks to this progressive, sensory approach, grammar becomes a natural tool for understanding language, rather than a theoretical, off-putting apprenticeship.
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From the end of kindergarten: an initial awareness-raising campaign

Even before entering elementary school, children are exposed to Montessori grammar in an informal, playful way.

The first explorations consist of :

• free manipulation of grammatical symbols without the need to memorize them;
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• associating symbols with simple words in short sentences ("The cat is sleeping", "Daddy is reading");
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• oral language listening and observation games, to familiarize yourself with grammatical categories before being led to actively use them.
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From elementary to middle school: a gradual increase in complexity

With age, grammar becomes more detailed and nuanced, following a coherent progression.

To deepen the concepts, similar activities are proposed but with:
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• longer sentences to analyze richer grammatical structures;
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• identification of grammatical classes in more complex texts;
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• the use of self-correcting exercises to reinforceautonomy and understanding of the rules;
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• creating sentences with constraints to stimulate creativity and language structuring.
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In the bilingual international schools of the Esclaibes International Schools network, work plans integrate manipulation and written practice to ensure complete and progressive learning.

The same Montessori materials have been used since kindergarten, in both French and English. French and English grammar are learned in parallel, without difficulty, thanks to a common approach. The same method of language study and complete immersion in English or French, depending on the schedule, help children become bilingual.

These fun, hands-on activities help children learn grammar naturally, by manipulating, observing and experimenting. At Esclaibes International Schoolsthese activities are integrated into work plans for progressive, autonomous learning that respects the child's rhythm.
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Why does Montessori grammar work?

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Learning grammar can be perceived as complex and abstract, but the Montessori method makes it accessible through a progressive, multisensory approach.
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A multi-sensory approach
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Montessori grammar encourages :

• The view: each type of word is associated with a distinct color and shape.
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• Touch: children manipulate grammatical symbols in wood, polymer clay and cardboard for a concrete understanding.
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• Kinesthesia : students associate words with movements and everyday objects. This anchors learning in the body and in reality.
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Progressive, fun learning

With Montessori teaching methods, children discover grammar at their own pace:

• It begins with intuitive word identification through manipulative and oral language games.
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• He gradually learns to classify, analyze and structure sentences, without pressure or cognitive overload
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• Fun activities encourage curiosity and motivation. They avoid rejection or blocking of grammatical notions.
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Independent work that encourages active memorization

Montessori grammar is a concrete example of what we mean by active pedagogy, which enables children to engage in their learning and gain self-confidence.

Indeed, thanks to the symbols and manipulative activities on offer:
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• Children experiment on their own and understand grammar without having to recite it by heart.
  
  
• Manipulative exercises and their self-correction enable him to refine his thinking and learn with confidence, without fear of making mistakes. Manipulatives can always be used to complete the written exercise indicated in the work plan.
  
  
• Students manipulate and repeat activities as often as they need to. This is how they anchor their knowledge for the long term. The teacher is there to guide him, but he's the one who knows when he's ready to move on.
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At Esclaibes International Schools, exercises integrated into work plans

In our international bilingual schools, learning Montessori grammar is an integral part of the work plans, with :

• Progress adapted to each student: we encourage autonomy and differentiated teaching.
  
  
• A constant link between handling and written exercises, to consolidate understanding and practical application: in their work plan, students know what materials they can use to work on the notion indicated.

And of course, it all takes place in a caring and stimulating environment, where every child can develop his or her language skills with confidence. A child whose well-being is taken into account learns better.

Offering your child an inspiring and appropriate educational environment means giving him the keys to learning with pleasure and serenity. Would you like to give your child this gift? Contact us!

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