Introduction: The Power of Early Language Experiences
Why spoken interaction shapes the brain in the first six years
From the moment a baby is born, they begin absorbing the sounds, tones, and rhythms of the language that surrounds them. In the earliest years of life, the brain is uniquely wired for language development. Research shows that more than one million new neural connections form every second in the early years, with language and communication playing a critical role in that process.
Montessori recognised this sensitive period for language as one of the most important developmental windows in a child’s life. She observed that children learn language naturally when immersed in a rich, responsive environment. Long before they speak, infants listen attentively, storing sounds and forming patterns. By offering consistent exposure to spoken words and engaging in regular back-and-forth communication, adults support this brain development in powerful and lasting ways.
Language is not simply about vocabulary or grammar. It is the foundation for thought, connection, and learning. A child who feels heard and understood is more confident, more curious, and more ready to explore the world.
How Montessori philosophy frames language as a birth-to-life journey
In Montessori education, language development is not treated as a separate subject. Instead, it is interwoven through every part of the learning environment. From naming real objects to participating in storytelling, children are continuously immersed in meaningful language experiences.
Montessori believed that language is not taught directly but absorbed by the child when the environment is carefully prepared. She stressed the importance of real-life experiences and adult modelling of precise, respectful language. This encourages the child to express themselves clearly and thoughtfully from the very beginning.
The Montessori approach also respects the natural rhythm of each child’s language development. Some children speak early, while others take more time. What matters most is the richness and consistency of the language they hear and the freedom they are given to explore it in their own way.
In the next section, we will look more closely at what Montessori calls the “sensitive period for language,” and how this concept aligns with what researchers and developmental experts also recognise about the early years.
Understanding the Sensitive Period for Language
Birth to age six: what neuroscience and Montessori agree on
Maria Montessori observed that young children are particularly receptive to learning language from birth to around six years of age. She referred to this as the “sensitive period,” a developmental window when the brain is highly attuned to absorbing language effortlessly, without conscious effort or formal instruction.
Modern neuroscience supports this idea. During the early years, a child’s brain is forming critical pathways that support not only speech and understanding but also literacy, memory, and emotional development. Exposure to rich, spoken language during this time helps wire the brain for future learning.
Importantly, children do not only learn the words they hear. They absorb tone, sentence structure, emotional cues, and the rhythm of conversation. This is why early verbal interactions, even with infants who cannot yet reply, are so valuable.
By responding to a baby’s coos or narrating daily tasks, parents and caregivers provide the input that builds the foundation for language. In the Montessori approach, adults speak clearly and respectfully, always modelling complete sentences and naming objects in the environment. This supports the child’s understanding long before they begin to speak.
Early Years Development Framework (EYDF) milestones for listening, speaking, and comprehension
Singapore’s Early Years Development Framework (EYDF) outlines clear communication and language milestones for children from birth to three years. These include cooing and babbling by six months, recognising familiar words around nine months, using gestures and single words between 12 and 18 months, and beginning to form short sentences by age two to three.
While every child develops at their own pace, these milestones help caregivers recognise when a child may need extra support. The EYDF also highlights the importance of creating a language-rich environment where children hear frequent, responsive speech and are encouraged to express themselves through sound, gestures, and eventually, words.
For parents in Singapore, the EYDF 2023 document provides a practical guide to supporting language development at home and in early childhood centres.
In the next section, we will explore the scientific concept of “serve-and-return” interactions, and how these simple exchanges form the foundation for strong language skills.
Serve-and-Return: The Science Behind Conversation
Harvard research on responsive interaction and neural growth
One of the most powerful tools for supporting language development is something parents do instinctively: responding to their child’s sounds, expressions, and attempts to communicate. This type of back-and-forth exchange is called “serve-and-return” interaction. The concept, developed by child development researchers at Harvard University, describes the process where a child “serves” by making a sound, pointing, or babbling, and an adult “returns” by responding in a meaningful way.
These exchanges are more than just social interactions. Each time a caregiver responds, they strengthen the child’s brain architecture, particularly the areas involved in communication and emotional connection. Repeated, consistent interaction helps build neural pathways that support attention, memory, vocabulary, and eventually, grammar and conversation.
For example, if a baby points to a cat and says “ca,” the parent might respond with, “Yes, that’s a cat. The cat is sleeping.” This gives the child language input tied to their interest, helping them attach words to ideas in a natural, engaging way.
According to the Harvard Center on the Developing Child, serve-and-return interactions are essential in the early years, and can be encouraged during everyday moments such as feeding, bathing, or walking outdoors.
Practical ways parents can implement serve-and-return at home
Parents do not need special tools or structured lessons to support this kind of language development. Everyday routines offer abundant opportunities for responsive conversation. Here are some simple, effective ways to practise serve-and-return:
- Pause and wait: Give your baby or toddler time to respond after you speak. This shows you are listening and values their input, even if they do not reply with words yet.
- Follow their lead: Respond to what your child is looking at, holding, or showing interest in. This makes the interaction more meaningful.
- Expand on their words: If your toddler says “car,” you might say, “Yes, a red car. The car is going fast.” This helps develop vocabulary and sentence structure.
- Use gestures and facial expressions: Non-verbal cues reinforce meaning and support children who are still learning to talk.
In a Montessori setting, educators are trained to observe closely and respond with rich, descriptive language. At home, parents can mirror this approach by slowing down and engaging attentively with their child’s communication efforts.
In the next section, we will explore the core Montessori principles that support language learning naturally and respectfully, both in the classroom and at home.
Montessori Principles for Nurturing Language
Freedom of movement and its link to speech
In Montessori education, freedom of movement is closely tied to language development. From birth, children are encouraged to move independently within a safe, structured environment. This movement supports not just physical coordination but also brain development, which includes the areas responsible for speech and comprehension.
As children crawl, explore, and interact with their surroundings, they are exposed to new vocabulary in context. For example, a toddler who learns to pour water from a jug hears and experiences words like “pour,” “spill,” and “wipe” in real time. This physical engagement strengthens their understanding and makes the words more meaningful.
The more a child moves and explores, the more opportunities they have to ask questions, name objects, and describe what they are doing. In this way, movement and language become deeply connected.
The prepared environment: rich vocabulary through real objects and classification
Montessori classrooms are designed as “prepared environments” where everything is child-sized, orderly, and purposeful. Objects are real rather than symbolic, children use actual kitchen tools, real plants, and realistic animal figures rather than abstract toys. This supports language development by providing clear, accurate vocabulary for the world around them.
For example, instead of calling everything a “toy,” the child learns to identify “spoon,” “shell,” “scarf,” or “pinecone.” Language materials such as object boxes and classified picture cards further support this process by helping children group and label items by category.
Parents can bring this concept into the home by naming household items accurately and using specific words. Rather than saying “bring that,” you might say “bring the blue cup from the table.” This helps your child hear language used with precision and context.
Role modelling clear, precise language without baby talk
Montessori encourages adults to speak to children respectfully, using clear and complete sentences. Baby talk is avoided not because it is harmful, but because children benefit more from hearing rich, correct language. This does not mean using complicated vocabulary, but rather using real words and proper grammar in a warm and natural tone.
When adults describe what they are doing, comment on the child’s actions, and engage in meaningful conversations, they provide a model for how language works. Children imitate not just the words, but the structure and flow of conversation.
At Starshine Montessori, educators use intentional language throughout the day, whether during snack time, nature walks, or story reading. This modelling helps children absorb the rhythm and structure of language through everyday interactions.
In the next section, we will look at specific language invitations by age, showing how to support speech and vocabulary development from infancy through to the preschool years.
Age-Specific Language Invitations
Infants (0–12 months)
From birth, babies are tuned into the sounds and rhythms of language. Although they cannot speak yet, they are actively absorbing every word, tone, and facial expression. The best way to support language development during this stage is through warm, responsive conversation.
Parents can engage their infants by narrating daily routines: “Now I’m changing your nappy,” or “We are going outside for a walk.” Talking during feeding, dressing, and cuddling helps babies connect words with actions and emotions.
Singing songs, reciting rhymes, and reading simple picture books are also powerful tools. Repetition strengthens memory, and hearing the same sounds again and again builds familiarity with the flow of language. Making eye contact, pausing to let your baby babble back, and using gentle, expressive tones encourage early communication.
Toddlers (1–3 years)
Toddlers are busy discovering words and testing how they work. They often understand far more than they can say and may begin to use one or two words at a time, gradually forming short phrases. This is an ideal time to introduce hands-on language activities.
Montessori environments use materials such as language object baskets, where children match small real-life objects (like a key, cup, or shell) to spoken words. Parents can create similar baskets at home, encouraging their toddler to touch, explore, and name what they see.
This age group also benefits from classification games, such as grouping animals by type or colours by shade. When a child groups and names items, they build their vocabulary and learn how language organises the world.
At this stage, giving two-step instructions “Pick up your shoes and bring them to the door”, helps toddlers practise listening, memory, and sequencing. Simple conversations about their day, their favourite food, or what they see on a walk also reinforce meaningful use of language.
Preschoolers (3–6 years)
Preschoolers are more confident speakers and ready to expand both their vocabulary and understanding of sentence structure. They enjoy telling stories, asking questions, and expressing opinions. This is the age when Montessori introduces specific language materials such as classified picture cards, three-part cards, and early phonetic games.
At home, parents can support language growth by encouraging storytelling. Invite your child to describe what happened at school, or ask them to invent a story using their toys. Reading longer books with more complex language, then discussing the characters or events, helps develop comprehension and narrative skills.
Word games such as “I Spy” using initial sounds, or sorting picture cards by category (e.g., fruits, tools, clothes), prepare children for reading and writing in a joyful and natural way.
In the next section, we will explore how Montessori supports bilingual exposure, particularly relevant for families in Singapore who speak more than one language at home.
Bilingual Exposure the Montessori Way
Singapore context: why early bilingualism boosts cognition
Singapore’s bilingual education framework encourages children to learn English alongside their designated Mother Tongue from a young age. This aligns closely with Montessori principles, which support the natural acquisition of multiple languages during the sensitive period from birth to six years.
Early exposure to two or more languages is not only possible, but beneficial. Studies show that bilingual children often demonstrate greater cognitive flexibility, problem-solving ability, and metalinguistic awareness, the ability to think about language as a system. According to the ECDA Beanstalk guide, children under the age of six are especially receptive to learning more than one language in daily life, without needing formal instruction.
Montessori environments are well suited to this kind of learning because they emphasise immersion, real-life use, and meaningful conversation. Children are not drilled with vocabulary lists but rather introduced to language through activities, songs, stories, and conversation.
Strategies for maintaining clear language boundaries at home and in school
One of the most effective Montessori strategies for raising bilingual children is to maintain consistency in language exposure. This can be done through the “one person, one language” (OPOL) approach, where each adult consistently speaks a specific language with the child. For example, one parent might always speak Mandarin while the other speaks English.
At school, children may be introduced to a second language in designated lessons or through daily interactions with bilingual educators. At home, parents can support both languages by reading books in different languages, labelling objects around the house, and using each language in meaningful routines such as meals, bedtime, or play.
Importantly, Montessori encourages parents not to translate everything, but to trust the child’s ability to absorb both languages naturally over time. Repetition, routine, and positive interactions help children build fluency without confusion.
The article How Bilingual Education Enhances Learning in Preschoolers from Starshine Montessori provides deeper insights into how bilingualism supports early brain development and academic readiness.
In the next section, we will look at how to recognise when a child might need additional support for speech or language delays and what resources are available to families in Singapore.
Red Flags and When to Seek Support
EYDF indicators for speech delays
While language development varies from child to child, there are recognised milestones that help parents and educators identify when additional support may be needed. Singapore’s Early Years Development Framework (EYDF) provides guidance on expected communication behaviours in children from birth to three years.
Some common red flags include:
- By 12 months: not babbling or using gestures such as pointing or waving
- By 18 months: not using single words or responding to simple requests
- By 24 months: limited vocabulary (fewer than 50 words) or lack of two-word combinations
- By 36 months: speech that is difficult to understand or sentences lacking structure
Delays in these areas do not always indicate a long-term issue, but early identification allows for timely support. The EYDF also highlights the importance of monitoring the quality of interactions, if a child is not engaging in eye contact, turn-taking, or showing interest in communication, these may be early signs of a need for attention.
Parents who are concerned about their child’s progress are encouraged to consult with early childhood educators or healthcare professionals. Documenting observations at home and sharing them with teachers or paediatricians can provide valuable insight.
Overview of ECDA Development Support and Learning Support (DS-LS) pathways
In Singapore, families can access additional help through the Development Support and Learning Support (DS-LS) Programme by ECDA. This initiative is designed for children aged five and below who show mild developmental needs, including speech and language delays.
Under the DS-LS programme, early intervention professionals provide small group support within the child’s preschool environment. The goal is to strengthen communication, social skills, and learning behaviours without removing the child from their natural setting.
Referrals to the DS-LS programme can be made through preschools that are part of the scheme. Parents are encouraged to speak to their preschool principal or ECDA-registered educators to find out more. Information is available on the official ECDA programme page, which outlines eligibility and how to begin the process.
Early support can make a significant difference in a child’s language journey. With timely guidance and consistent reinforcement at home and school, many children catch up and thrive in their communication skills.
In the next section, we will take a closer look at how Starshine Montessori integrates language development into its daily programme and partners with parents to extend these practices into the home.
Starshine Montessori’s Approach to Language Development
Daily reading circles, classified language materials, and outdoor vocabulary walks
At Starshine Montessori, language development is embedded into every part of the day, from the morning welcome to end-of-day reflections. Each classroom is prepared with age-appropriate language materials, chosen to match the interests and developmental stages of the children.
Daily reading circles are a cornerstone of the programme. Educators read aloud using expressive tone and varied vocabulary, selecting books that reflect real-life experiences, emotions, and cultural stories. These sessions help build listening skills, expand vocabulary, and spark curiosity about the written word.
Montessori language materials such as object boxes, sandpaper letters, and picture cards are introduced progressively. For toddlers, objects are paired with their spoken names to build word association. For preschoolers, phonetic games and sound blending activities lay the groundwork for reading and writing.
Outdoor exploration is also a valuable part of language development. Children go on nature walks with educators who introduce and repeat words such as “leaf,” “bark,” “feather,” or “bud,” encouraging descriptive language and observational skills. These real-life experiences make language relevant and memorable.
Partnering with parents: take-home activities and progress sharing
Starshine Montessori recognises that parents play a vital role in a child’s language journey. To support continuity between school and home, teachers maintain regular communication with families, sharing progress and offering personalised suggestions for language-rich routines.
Parents are encouraged to mirror Montessori principles at home using precise language, reading daily, and giving children time to express themselves. Practical ideas, such as setting up a small book basket, creating object-naming games, or talking through daily routines, are shared during parent-teacher meetings and in newsletters.
For example, the article How the Montessori Method Helps Children Learn Through Play offers helpful insights into how play and hands-on exploration promote language, confidence, and curiosity.
By working together, educators and families create a consistent language environment that supports the child’s communication and emotional growth both in and out of school.
In the next section, we will answer some of the most common questions parents have about language development in the early years.
FAQs
Does using two languages confuse my child?
No, it does not. Children are capable of learning two or more languages naturally, especially during the early years when their brains are highly adaptable. While some children may mix languages at first, this is a normal part of development. With consistent exposure and clear boundaries (such as one language per caregiver), most children quickly learn to differentiate and switch between languages.
Is it okay if my toddler mispronounces words?
Yes, mispronunciation is a normal and expected part of language development. Young children are still learning how to coordinate their speech muscles and match sounds to meanings. Instead of correcting your child directly, model the correct pronunciation gently. For example, if your child says “wabbit,” you might reply, “Yes, that is a rabbit. The rabbit is hopping.” Over time, they will adjust naturally through exposure.
How much screen time affects language?
Excessive screen time, especially passive viewing, can negatively impact language development. The most important element for language learning is interaction. While some educational programmes can be helpful when watched with a caregiver who discusses the content, the best results come from face-to-face conversation, storytelling, singing, and hands-on play. The ECDA parenting guidelines recommend limited and supervised screen use for children under six.
What if my baby is quiet compared with peers?
Every child develops at their own pace. Some babies are naturally more vocal, while others observe quietly before speaking. What matters more than the number of words is how the child responds to sound, shows interest in communication, and engages in social interaction. If you notice delays in babbling, responding to their name, or pointing, it may be worth consulting your paediatrician or early childhood educator for guidance.
How can I support language if I am not fluent in English and Mandarin?
You can support your child’s language skills by speaking in the language you are most comfortable with. This allows for more meaningful, expressive conversation. Children benefit from rich and consistent input, regardless of which language it is in. Over time, they can learn a second language through school, books, music, and exposure to others in their community. Maintaining your home language also supports identity and emotional connection.
References
Below is a list of trusted sources and articles referenced throughout this article, selected for their reliability, alignment with Montessori principles, and relevance to early childhood education in Singapore:
- Wikipedia contributors. Language development. Retrieved from https://en.wikipedia.org/wiki/Language_development
- Wikipedia contributors. Language acquisition. Retrieved from https://en.wikipedia.org/wiki/Language_acquisition
- Wikipedia contributors. Montessori education. Retrieved from https://en.wikipedia.org/wiki/Montessori_education
- ECDA. Early Years Development Framework 2023 (EYDF). Retrieved from https://www.ecda.gov.sg/early-childhood-educators-(ece)/curriculum-frameworks/early-years-development-framework
- Harvard Center on the Developing Child. 5 Steps for Brain-Building Serve and Return Interactions. Retrieved from https://developingchild.harvard.edu/resources/5-steps-for-brain-building-serve-and-return/
- ECDA Beanstalk. Try These at Home: Easy Activities to Build Confidence and Skills. Retrieved from https://www.ecda.gov.sg/beanstalk
- ECDA. Development Support and Learning Support (DS-LS) Programme. Retrieved from https://www.ecda.gov.sg/parents/other-services/early-intervention-services/development-support-and-learning-support-programme-(ds-ls)
- ECDA. Parenting. Retrieved from https://www.ecda.gov.sg/parents/resources/resources-for-parents
- Starshine Montessori. How Bilingual Education Enhances Learning in Preschoolers. Retrieved from https://www.starshinemontessori.com/how-bilingual-education-enhances-learning-in-preschoolers/
- Starshine Montessori. How the Montessori Method Helps Children Learn Through Play. Retrieved from https://www.starshinemontessori.com/how-montessori-method-helps-children-learn-through-play/
These resources have been carefully selected to ensure that parents receive up-to-date, research-based, and locally relevant insights on supporting their child’s language development the Montessori way.
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