Normailisation (Montessori)
Define the term normalisation, linking it with the concept of deviations. (10)Outline the importance of the favourable environment in supporting normalisation.(20)Explain the maturational nature of normalisation linked to the child’s growing socialisation – link to the social embryonic stage of the absorbent mind.(10)Describe the teacher’s initial approach with new children.(10) Explain the change in the teacher’s role as each child begins to concentrate and focus on activities, and the impact this has on the child’s growing normalisation. (20)Show an understanding of why the child might regress. (5) |
The purpose of this essay is to explore Montessori’s findings and conclusions with regard to normalisation. I will review the environmental factors that support favourable normalisation and its link to socialisation and identify the teacher’s role and approach with children. I will also review how the unfavourable environment may result in a child’s regression.
Montessori first used the term normalization (Montessori, 1966) to describe the observations that she saw in her classroom work with children in Italy in the 1960’s. The concept of normalization is recognised as a series of characteristics that define the point at which children concentrate with unbroken repetition and acquire self discipline for a task or activity that ultimately results in self-satisfaction. Montessori (1966) identified the child’s conversion to normalisation as a “psychic cure, a return to what is normal” (Montessori 1966, p148). At the same Montessori recognised that during the process of normalization certain characteristic traits disappeared. She recognised these traits as deviations that occur when the child “has not been able to actualise his “primitive plan” of development” (Montessori, 1966, p155). In other words these deviations may have been caused by an influencing adult or other external factor. These deviations were identified by Montessori as fugues and
The purpose of this essay is to explore Montessori’s findings and conclusions with regard to normalisation. I will review the environmental factors that support favourable normalisation and its link to socialisation and identify the teacher’s role and approach with children. I will also review how the unfavourable environment may result in a child’s regression.
Montessori first used the term normalization (Montessori, 1966) to describe the observations that she saw in her classroom work with children in Italy in the 1960’s. The concept of normalization is recognised as a series of characteristics that define the point at which children concentrate with unbroken repetition and acquire self discipline for a task or activity that ultimately results in self-satisfaction. Montessori (1966) identified the child’s conversion to normalisation as a “psychic cure, a return to what is normal” (Montessori 1966, p148). At the same Montessori recognised that during the process of normalization certain characteristic traits disappeared. She recognised these traits as deviations that occur when the child “has not been able to actualise his “primitive plan” of development” (Montessori, 1966, p155). In other words these deviations may have been caused by an influencing adult or other external factor. These deviations were identified by Montessori as fugues and