The Montessori Approach to Literacy: Part III
Paula Lillard Preschlack • August 8, 2017

Suggestions for How Parents Can Support Literacy Development in the Home


This month's post is the final installment in a three-part series on the Montessori Approach to Literacy. 


Speak to Your Children Early & Often


Infants need to hear us speak, slowly and clearly, making eye contact. You’ll see the urgent ways they respond when their bodies, hands, eyes and mouths are all moving and quivering with effort as they prepare to make sounds that imitate yours. Give this process the time and value it deserves. What a complete miracle it is that we are born wired for communication and human connection!


Opportunities for interaction happen when we are changing a diaper, breastfeeding, or feeding an infant with a bottle. It is so important that we not talk on the phone or text during these times, but give our children our attention and be present with them. Feeding is communication for an infant; it is a whole body experience involving the psyche, personality, and emotional relationship with food, as well as communication with their first human being. Do your best to be emotionally present for these times of interaction and attend to your own adult needs at other times (which you must do, too!). A tangent here: Although compartmentalizing our time is a constant challenge in our modern lives, the consensus is that compartmentalizing and avoiding multi-tasking is the antidote to distractibility and stress. Doing this from your early years with your infants will set you up for your parenting life--it’s a marathon, not a sprint, so take good care of yourself!

A woman is reading a book to a baby.

oung children need to converse with us. Model for your children by saying the real names of things and taking an interest in the world around you. Go with what is right there in front of you--our immediate world first, because it is from this base that the child will build her knowledge and understanding of the rest of the world. Taking the time to make eye contact and articulate as you are speaking with your children demonstrates to them that human relationships are your priority. So much speech development is taking place every single day when your children are young.


Foster a family culture of sitting down to eat and converse together at meals. Studies overwhelmingly show the benefits of this habit. This is where our children pick up on your family’s values, manners, mindset, approach and attitude toward life. In addition, children gain strength from their family connections. This is where you get to check in with each other emotionally and learn about what your children are thinking about.


Seek Professional Support When Necessary


It is also important to remove obstacles when they are spotted. Ask your pediatrician to check your infant’s ears for hearing and their tongues for speaking, for both are critical to the process of forming speech and comprehending others. Because language development is so sensitive, do not hesitate to get professional help if it is needed. It is not a big deal to get help from a speech therapist for a few months if your child needs the extra guide. Most children don’t need outside help, but if you have one that does, my advice is to move forward with early intervention because the younger a child is, the shorter and more effective the therapy will be.


Read to Your Children Every Day


Children of all ages need to see us reading for pleasure and hear us reading out loud to them. Because they are naturally hardwired for language, so much of “teaching” children to read, think, and communicate comes quite unconsciously and naturally by listening to us read. Interestingly, studies show that there is a difference between listening to a recorded voice, even if the child can see the face on a screen; being with a real reader and interacting with that person is far superior to just listening to a voice. So, while audio books are nice on a long drive or to entertain a sick child, they are not an equal replacement for read-aloud time. Sit down together to read to your children regularly or whenever you can. Allow your children to hear you articulate words while they follow along with your thoughts and absorb sentence structure, vocabulary, and ideas from listening to you read. This is also where deeper conversations and more intimate subjects often come up in conversation. If you read from the classics with older children, choose books you love. When hunting for books, look at the illustrations, culture, sounds of the language, structures in the sentences, and the vocabulary.


Nurturing a love for reading and writing sometimes takes until the teen years to accomplish, so do not be discouraged if you have a child who would rather dribble a ball, play with dolls, or dig in the mud. The stories and words we share with our children fuel the dialogues they create and revisit in their quiet minds while they are off playing alone or with others. Surround your children with books, paper, and pencils and “ooh and ahh” over their little written stories, drawings, and other gifts of language. This evolution of one’s language is a natural process – and a magical one to be enjoyed.


Some Reading Recommendations:


The Read Aloud Handbook by Jim Trelease

Forest Bluff School Book List

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A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.
By Alice Davidson with contributions by Margaret J. Kelley February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.
A Montessori student at Forest Bluff School uses grammar symbols and color-coded tiles
By Margaret J. Kelley January 24, 2026
Discover how Forest Bluff School on Chicago's North Shore uses Montessori symbols to teach grammar, making language arts engaging for Primary and Elementary students.