「語言對三至五歲的孩子來說，不論是印在紙上的文字或說出來的話，都有特別的吸引力，這樣的吸引力常使小孩在傳統的教學之前，即開始讀和寫。」——《一間蒙特梭利教室》Aline D. Wolf
在教室裡的語言區，小孩使用砂紙字母描型，用兩根指頭反覆地在字母上描寫，讓他看到形狀、感覺形狀，自然地記住每個字所形成的筆劃，在描寫的同時，老師在一旁發出該字的音，重複的聲音，讓孩子學習字的發音。運用金屬嵌板讓孩子描繪出輪廓，練習控制鉛筆。操作這些有系統的活動可以間接和直接的幫助孩子書寫能力的預備。
The child at three, four, and five has a unique fascination for words, both printed and spoken. This fascination often enables her to begin reading and writing before the age at which it is traditionally taught.
-"A Parents Guide to the Montessori Classroom", Aline D. Wolf
In the language section of the classroom, the children use the Sandpaper Letter to learn. They repetitively trace the letter with two fingers to see and feel the shape and naturally remember the lines of the letters. The teacher will sit by the child and pronounce the letter repetitively to let the children learn pronunciation. The children also practice controlling pencils by drawing shapes with the Metal Insets. These systematic activities can, directly and indirectly, prepare children's writing abilities.
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