Normalization Term Essay

In Montessori education, the term commonplaceization has a specialised meaning. Normal does non refer to what is considered to be typical or come or sluice usual. Normalization does non refer to a process of being forced to conform. Instead, female horse Montessori used the terms normal and normalization to describe a unique process she notice in squirt learning. Normalization refers to the focus, concentration and license of the tike, by his own choice. It kernel the pip-squeak has leadd the internal surplusdom to initiate elaborate, be independent, and adhere (by choice) to the rules of the surround. DR margon Montessoris main discovery was the trustworthyity of a squirts true nature WHICH IS the NORMALIZED CHILD. She described the process of normalization as the entire changes in electric razorren. Each small child infragoes an adaptation process when he or she low joins any unexampled group of children. When a child just joins a new group until he underg oes adaptation portray, he or she is un up to(p) to act independently. It is after the child has normalized that he demonstrates qualities which proves his training for intellectual work. Normalization describes the process that occurs in the Montessori prep bed environment.Dr Maria Montessori says the corporation groups children into three categories those who be models of good, albeit passive behaviour those whose character or behaviour needs to be corrected and those who atomic number 18 thought to be prize to othersthese type of children be always noisy, exuberant, their parents often think they are brilliant, even though others may not find them agreeable or so them. Such behaviour may be commonly understood as negative (a timid child, a destructive child, etc.) or positive (a passive, unagitated child). Both positive and negative deviations disappear once the child begins to bring down on a piece of work freely chosen. Every child needs a stimulating environment to grow and without freedom of dejection within this environment the child volition be deviated. Dr Maria Montessori discover that in most cases deviations are cause by adults.Deviation occurs when obstacles are placed in the childs environment, when the child is denied harmonious work of his body and mind . Dr. Montessori classified deviations in two categories deliberate (adult-fostered) and non-deliberate (those not fostered by adults). Deliberate deviations are caused by the lack of purposeful activities in the home and/or school environment. These children feel the need to be evermore entertained. Theyare continually bouncing between toys, TV, and computer time to quiet boredom, but nothing holds their interest for very long. These children may also accommodate the tendency to cling to a parent or older cognate well beyond the developmental plane of letting go. This is because their liberty has been denied and they are unable to rent themselves as a separate person.There are several deviations that are not fostered by adults and are often seen as normal stages of development. Dr. Montessori referred to these as deviations as fugues and barriers (The Secret of Childhood) and deviations that are demonstrated by the strong and the weak (The sorbefacient Mind). Children often enter the Montessori environment stimulate to struggle or fight. In the Discovery of the Child, Dr. Montessori states every speck of character is due to some wrong treatment sustained by the child during his early age.It is the duty of the Montessori teacher to remove any obstacles (including herself) which impede the development of the child. With reverenceful observations, earnest words, spontaneous work, freight to the Montessori philosophy and principles, the Montessori teacher is able to successfully re train and refocus educatee behaviour. Dr Maria Montessori says that all these character or behaviour, good or disobedient disappears as soon as the children becomes ab sorbed in a piece ofwork that attracts him. (Montessori, pg. 201). The child has no desire to be good or bad, he only wants to be busy functional with something that brings him joy. Dr Montessori described the normalized child as unitary who is precociously intelligent, who has learned to overcome himself and to live relaxation and who prefers a even offd task to futile idleness(Maria Montessori, the secret of childhood).A pre-normalized child does not have the joy normalized children have . a pre- normalized child coming into the Montessori environment has a chaotic impression from surrounding environment, he has a low self-esteem. He would abandon his work without completion. He shows discipline only when an adult is around and it does not last. Normalization come somewhat through concentration on a piece of work. When the child engages with the Montessori materials in total concentration for long currents of time, a transformation occurs.This transformation iswhat Dr. Maria Montessori calls normalization. It is a process that occurs over a period of time, ordinarily three or four years and it requires the childs total engagement with the Montessori materials. The process of normalization is a journey. It begins when a child is introduced to activities alike(p) the pragmatic life materials. The materials befriend the child to develop his motor skills , acquire a sense of order , and begin the process of extending their ability, and desire for backbreaking work.For normalization to occur, child development must proceed from birth with the non- sensual maturation of the childs mind , intellect, personality, temperament, spirit and soul. E.M Standing, author of Maria Montessori Her look and Work, lists these as the characteristics of normalization cognize of order, go to sleep of work, spontaneous concentration, attachment to reality, love of silence and of working alone, sublimation of the possessive instinct, power to act from real choice, obed ience, independence and initiative, spontaneous self-discipline, and joy. Montessori believed that these are truly normal characteristics of childhood, which emerge when childrens developmental needs are met.Maria Montessori observed that when children are allowed the freedom in an environment suited to their needs they blossom. She believes that if a child is placed in a tutelagefully lively environment, she would learn to live in conformity with her surroundings. It is up to the Montessori teacher to prepare that environment so that the child is free to develop her personality and her mind from the opportunities that are present to her in the prepared environment .The greatest sign of success for a teacher is to be able to saythe children are working as if I do not exist Maria Montessori.This according to Dr Maria Montessori isthe most all important(p) single result of our whole work(The Absorbent mind, 1949).Discipline Montessori tells us comes spontaneously from freedom. Whe n accustomed the freedom to pursue his own interest, he develops robust concentration and self-discipline. Work that is driven from within and not urged upon him by teachers or parents becomes the childs passion.Normalization begins when the children freely choose their work, concentrate, and are working blissfully on their own as members of a respectful, peaceful residential areaAs a Montessorian, you strive to provide an enriched, stimulating environment which fosters order, coordination, concentration, and independence an environment within which the child is an active explorer and learner and stack develop self-direction and a true love of learning. Your role is to enhance the growth of the child cognitively, socially, emotionally, and physically.The goal of any Montessori teacher should be to recognize each childs nature and allow it to grow. As the child chooses his work and becomes absorbed in meaningful work, he soon begins working with continued concentration andinner satisfaction. It will take time and ofttimes effort on the part of the Directress (teacher) to ensure a suitable environment is prepared for the children. It is only through the prepared environment that the children will inflate and the process of normalization will begin.To help children overcome the pre-normalized stage and help them along the line of normalization, Dr M. Montessori stated that first, the Montessori teacher must practice pains rather anger. An adult who is impatient or angry cannot build self-reliance or independence in a child. She recommended interrupting the misbehaviour because it is an obstacle to development and to offer interesting and purposeful activities to re-channel that energy in a amentaceous way.A Montessori teacher should encourage normalization by taking care to prepare the environment to ensure it is neat, orderly, enriched and beautiful. She should be diligent with re directive those who are having difficult time remaining focussed. A go od Montessori teacher should have an enriched practical life area. Children who are very young (three years old or just under 3) or who are new to the Montessori schoolroom are said to be in the first stage of normalization. So, too, are children who habitually disturb the work and concentration of others. These children are not ready for the freedom and responsibility granted to others in the Montessori classroom.They are given limited choices and may be kept near a Montessori teacher, or are invited to work in a specific area of the Montessori classroom with a teacher checking on them frequently throughout the day. Children in the first stage enjoy the practical life skills area of the Montessori classroom. Here, children practice growth motor skills while increasing their level of concentration. Practical life activities are structured so that children are able to see the results of their work quickly. They take pride in their accomplishments and enjoy working.Learning care of self and care of the environment, will assist the children as they venture to other parts of the classroom. Montessori practical life activities are the framework to a normalized environment. She should work hard to ingest children towards purposeful activities that appeal their individual needs and interest. Learning to re direct behaviour takes time and practice it does not happen overnight. Dr Maria Montessori observed that Theteacherhas many difficult functionsShe mustacquire a microscopic knowledge of the techniquesfor dealing with the child. (Discovery of the Child) There may be a period of trial and error as you practice different techniques for guiding leave behaviour. Remember, the children need emotional care as well as physical care. The teacher who is patient yet firm and slow to anger will inspire goodness and confidence in the children.defects in character, disappear of themselves iodine does not need to threaten or cajole, but only to normalizing the conditions und er which the child lives. (Maria Montessori, Discovery of the Child)The Montessori teacher should never shout, never lose her temper, never smack, shake or push a child or even speak crossly. She should be pleasant and polite, firm without anger and be able to deal with a misdemeanour with sympathy and assistance rather than with punishment. exclusively children should be shown respect, never humiliated or laughed at, and their remarks should be listened to seriously and answered thoughtfully and courteously.She should set the tone by emphasizing grace and courtesy in the Montessori lodge, be patient and confident with the notion that her Montessori environment will one day be a peaceful community. A community where children love order, love work, have spontaneous concentration and attachment to reality. A community where children love silence and working alone, where children have power to act from real choice, obedience, independent and initiative with spontaneous self-disciplin e and joy.BIBLIOGRAPHYMontessori, M., The Absorbent Mind, wilder publication,2009.Montessori, M., The Absorbent Mind, Theosophical press, 1964.Standing , E.M., Maria Montessori, Her Life and work, Plume new, 1998.