Normalization is a key concept in the Montessori approach to education. It refers to the process of a child becoming self-disciplined, focused, and engaged in their learning, as well as being able to work independently and cooperatively with others.
In a Montessori classroom, normalization is encouraged through a variety of means. One of these is the use of the prepared environment, which is designed to be visually appealing and orderly, with materials that are carefully chosen and arranged to meet the needs of the child. The prepared environment provides children with the opportunity to make choices and explore their interests, while also encouraging independence and self-motivation.
Another way that normalization is fostered in a Montessori classroom is through the use of the Montessori materials, which are designed to be hands-on and engaging. These materials allow children to learn through sensory exploration and discovery, rather than being told what to do or how to do it. This approach helps children to develop a deep understanding of concepts and to internalize their learning, which leads to a greater sense of ownership and pride in their work.
In addition to the prepared environment and the Montessori materials, normalization is also promoted through the use of the Montessori method of observation. This involves carefully observing the child as they work and interact with their environment, and providing support and guidance as needed. The goal of this method is to help the child to become self-motivated and self-directed, rather than relying on external rewards or punishments to guide their behavior.
Overall, normalization is an important aspect of the Montessori approach to education, as it helps children to become confident, self-motivated learners who are able to take ownership of their learning and development. By providing a supportive and engaging environment, as well as materials and methods that encourage exploration and discovery, Montessori educators can help children to reach their full potential and to become well-adjusted, compassionate members of society.
What Does the Montessori Term "Normalization" Mean?
Standing 1998 New York: Plume p. We are all aware of adult negative reactions to these behaviors. In the possession of these characteristics, she will recognize the true child, who is father of the true man. The first characteristic of the process of normalization is love of work. The reason I mention this in this article is because of the importance of these skills for nuerodiverse pupils, who may require explicit instruction in these areas. These behaviors, contrary to belief, are actually not attributes displayed by a child who is allowed to follow their voice unimpeded.
Complete this diagram yourself by writing down their ideas, or invite your students to do so. The Absorbent Mind, p. A well prepared Montessori environment facilitates the process of normalization by offering engaging, hands-on materials, three hour work cycles, and minimizing the disruption of concentration. What did Maria Montessori believe about education? Are you inviting the child to the appropriate lessons? The good news is that normalization is something very positive, and it often occurs spontaneously when children work with Montessori activities. The Montessori philosophy works on one child at a time, but, given enough time, that may be enough. About Stacy Jones Legal Information This site is owned and operated by Ruby Red LLC, a limited liability company headquartered in Tennessee, USA. Guides then make modifications to the environment and plan accordingly, so that each child is being met where they are.
But what is it? If he needs your attention, ask him to raise his hand to alert you, or ask him to place his hand on your shoulder or back. No learning takes place with a Normalization and Neurodiversity in the Montessori Classroom: Mixed ages and interests This leads me back to another fundamentally vital thing which the psychologist highlighted to me when she was discussing her observations. During these years he must organize the embryonic development of many parts that were developed separately. On this path to self-creation each person meets with opposition and obstruction. They may be very likely to cry and make a fuss because they NEED to do this work.
All roads lead to normalization. This way the older children behave as role models for their younger class fellows. This article will shed light on the process of normalization in Montessori and how normalization benefits young students. My daughter has Additionally at her school they have an extensive gardening program as well as For many pupils in Mainstream with additional needs, they are not provided with the chance to learn things like setting a table, cutting up and serving food, cleaning and caring for your environment, but these elements will be very important to them in their future and need to be taught. After completing the Pink Tower, a young child will take it down and repeat many times, each time finding the work as thrilling as the time before. They begin, as it were, a blank slate onto which all stimuli and experience is written.
I see the tall walnut tree. We teach our children correct principles and then with carefully constructed environments, prepared adults, and loving logical and natural consequences we allow them to govern their choices. As these moments become more frequent and the concentration more lasting, the child may give up using her old defenses. It must be protected. This discipline in freedom seemed to solve a problem which had been insolvable. It's about the process not the product. Now you're probably thinking ahead to the day when your classroom will be normalized.
This requires careful attention to essential principles and an adult prepared to guide children towards normalising concentration through purposeful activity. Start with the preliminaries. Don't get discouraged if the children are not normalizing as quickly as you expected. That's not to say that Mainstream teachers never allow students to work on the floor, but the majority of their time is spent at their one specific desk, which my daughter found confining and stressful. In Montessori, her instruction is in a small group, or 1:1, or even offered by a peer instead. The vital energy returns to the surface again and again. A return to a life of normality begins with just one event.
Normalization and Neurodiversity in the Montessori Classroom — The Montessori
Disclosure: This post contains affiliate links at no cost to you. If you don't have an observation room, seating parents in the classroom is the next best thing print out guidelines for observing to help parents understand the importance of being non-intrusive. Establish a drop-off routine as early as possible. . They had wonderful revelations. Loves, Cath Notes 1 Maria Montessori: Her Life and Work E.
How to Achieve Normalization in a Montessori Classroom
What is the meaning of didactic materials? Normalization in Montessori is a developmental process, that allows children to become contributing members of the community. When a work draws deep concentration and attention he will repeat such work again and again and demonstrates obvious satisfaction in said repetition. When a class is struggling they must need more assessment from which to draw data. Set the tone for the new school year by emphasizing Grace and Courtesy right away. The next stage is putting the plan into action. Important social qualities derive from this.
Every School Year Begins with the Process of Normalization
Margaret Jarrell has a long history with Greenspring Montessori School. She would speak out of turn and over other children, interrupt children who were talking to me and demand that it was her turn, and deliberately make a lot of commotion at the line and outside in an attempt for one of the adults to pay attention to her. A deviation is a defense created when development cannot proceed in a normal way. Before you know it, the child's whole community will witness the beauty of the normalized child - utter joy! However, at that point if a few students are needing something different, the others will not think it odd. It pervades the little community like a perfume; and is as hard to describe as it is easy to perceive.
For example, a 3 year old new to a Montessori classroom will be able to practice on some of the easier dressing frames, such as the snap frame or This is where normalization begins. If they are not straightened out, they will become worse in time. Fully committed to Montessori education, Pamela earned an AMS Montessori Primary Credential and a Master's of Education in Early Childhood, Montessori Education, from Notre Dame de Namur University. There is only one specimen of each object, and if a piece is in use when another child wants it, the latter—if he is normalized—will wait for it to be released. The child is invited to participate in the Montessori Practical Life area and begin to develop self-discipline as well as a sense of pride. To step away from the child and allow them their own work and development within bounds that supports progress from one step to the next.
