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Normalization in Montessori

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Normalization in Montessori

Normalization that I have experience in a Montessori class-room between the ages of 3-4 years old. . In this essay I will be referring to the child as he/she.

Human beings are born with the desire to know things, the urge to explore, and the need to master their environment.  The class room is carefully prepared to train Children to develop their senses, to stimulate curiosity, to satisfy their child’s need-to-know and to protect them.


Firstly, the environment must be prepared to meet the needs of the children positively and all obstacles to the child’s development must be removed. Secondly, the environment had been prepared by the teacher before the children arrived in to the classroom.  Thirdly, the teacher is there to direct the children positively in the classroom, and all of these processes prepares the child and contribute to normalization.

In the Montessori classroom, another evidence of normalization can be witnessed when the child prepares for an activity through Movement and Freedom. The child chooses a table and chair.  The child walks to the classroom shelves. Choose his activity.  He chooses the practical life material (The pouring exercise) and carefully carries it back to his seat, placing the tray on his desk. He then begins the next cycle.  In addition, concentration and freedom begin to develop gradually at this stage. The normalize child continue to show concentration with his work; and ignore other children in the class-room. “For his work is the expression of his mind”.                                                                        (Montessori. 1949, P133).

Bearing in mind the sensitive period for Order. He carried out his work, according to the presentation already shown to him previously by his teacher. I noticed how he kept on repeating the exercise, by pouring the water from one jug to another using his manipulative skills.  Dr. Montessori’s observation about the girl that kept repeating the exercise “Forty-Two times”, flashed to my mind instantly. I notice how the child look content with what he was doing. This leads to repetition of the exercise over and over again. He remains calm and confident while carrying out the cycle of activity.

Finally, after deriving satisfaction with himself and perfection, he checked to see if he made any spill (Control of Error). He smiled and carefully returns the (Pouring Exercise) back to the practical life shelve. The child demonstrates a sociable attitude. He smiled, and then turns to other children in the classroom after finishing his activity. “Montessori has arranged things so that the control of error is to be found in the materials themselves”.                        

                                                                (Standing. 1962, P 80).

He displays the characteristics of normalization previously listed. He was self discipline and stood up quietly after the exercise, and very graceful in his movement, Order and Language.

To summarise my point, In a Montessori classroom, the practice of Montessori‘s teaching on “Normalization” is daily practiced everyday in the Montessori environment. The idea that the environment is prepared, encourage children to work on activities of their own choice at their own time. It helps the child to show the characteristics expected from a normalized child that is -Independent, Respectful, Love of Order, Work, Silence, Mutual cooperation, Obedient and Joy.

In Conclusion; I believed that Normalization is constantly practiced in the classroom and this facilitates the child to develop physically, psychologically, emotionally and spiritually. Finally after understanding how to meet all the needs of the child, this normalized child appears in the Montessori classroom.


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