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| Name | Current message text |
|---|---|
| h English (en) | '''Introduction or Naming (Period 1)''': In the first period, the teacher introduces the new concept, item or term. The teacher uses clear, slow speech to name the object or concept, often involving physical interaction with the object (for instance, while introducing a new vocabulary word, the teacher might touch the object that the word refers to). The emphasis is on experiencing and understanding the concept. '''Association or Recognition (Period 2)''': In the second period, the teacher asks the child to demonstrate understanding, often through physical interaction (e.g., "Show me the ____"). This phase is usually longer and provides the child with ample opportunities to explore and interact with the new concept. The child’s success in this period is an indicator that they are ready to move on to the third period. '''Recall or Self-expression (Period 3)''': The final period checks the child's understanding and internalization of the concept. The teacher asks the child to name the object or concept independently (e.g., "What is this?"). If the child struggles in this phase, it is an indication that more time is needed in the second period.<ref>Standing, E.M. (1957). Maria Montessori: Her Life and Work. Plume.</ref> == Language Acquisition and the Three-Period Lesson == |
