The role of **precise, formalized language** during the presentation of sensorial materials is subjected to intensive scrutiny during international teacher training, emphasizing its function as an indirect, **essential catalyst** for the child’s spontaneous **explosion into lexical capacity**. This relationship is predicated on the doctrine of the **sensitive period for language** (ages 0–6), operating alongside the child’s innate drive for **Refinement of the Senses**.
The guide’s language must strictly adhere to the **three-period lesson** structure for nomenclature acquisition, a highly formalized activity. The first period, “This is…” (the naming of the quality, e.g., “This is rough”), establishes the identity. The second period, “Show me…” (the recognition of the quality, e.g., “Show me the smooth one”), tests comprehension. The third period, “What is this?” (the recall of the quality), verifies abstraction. The rigor of this protocol requires the guide to isolate the linguistic concept with the same precision that the Sensorial material isolates the sensory quality.
The catalyst function of this precise language resides in its **indirect effect**. The guide deliberately *restricts* their vocabulary during the initial presentation of the material to a single, specific adjective or term. This intentional linguistic confinement forces the child’s absorbent mind to focus its immense cognitive energy on associating the sensory input (the color, the weight, the dimension) with the solitary linguistic label. The sensorial material acts as the sensory “key,” and the precise language provides the corresponding “lock.” Once the child has absorbed this fundamental pair, the **spontaneous explosion into lexical refinement** is triggered.
This “explosion” is the sudden, internal realization by the child that the system of nomenclature can be applied universally to their entire environment, extending beyond the didactic material itself. The guide’s subsequent training involves exercises in **expanding nomenclature** (e.g., introducing the concept of *degree*—Positive, Comparative, Superlative—after the child has mastered the positive form). This progressive, ordered expansion satisfies the child’s psychological tendency toward **order and classification**, providing the tools for them to map their entire sensory experience onto a coherent linguistic framework. The guide learns that loose, conversational, or descriptive language during the initial presentation is detrimental, as it dilutes the singular focus and prevents the necessary psychic synthesis between sensory data and linguistic abstraction.
Therefore, the formalized language is not a teaching method but a scientific tool—a highly purified form of communication designed to trigger a latent neurological capacity. The international training ensures that the guide can maintain this linguistic purity across diverse cultural linguistic environments, guaranteeing that the child receives the universally structured key to their native tongue, thereby facilitating their profound intellectual development and seamless integration into the world of shared human knowledge.
