Firstly, in this assignment the term normalisation will be indentified and examined. It will describe the characteristics of a healthy child and explains the philosophical meaning of the term “horme”. It will be connected to the deviations concept and will discuss different types of deviations and it’s nature. Secondly, it will closely look into the environmental aspects that support normalization process and the nature of normalisation process. Thirdly, the teacher’s initial approach to the children will be discussed, and also the change in the teacher’s role during different stages of learning will be explained. And finally, reasons of why a child might regress will be examined.
The best indicator that the learning is just happened is the child’s wellbeing and the face expression of satisfaction after he/she puts the material back on a shelf (Shaefer Zener 2006).
M. Montessori believed that the words of persuasion and punishment have the negative effect on children and lead them to violent, destructive state of being. Naughty behaviour is ill natured, which arises from limited environment that does not provide necessary activities for the children’s healthy development. M. Montessori observed that normalisation lead to the disappearance of many childish characteristics, not only deviations but also others, which are believed to be virtues. The process of normalization vanish disobedience, laziness, untidiness, greed, selfishness, quarrelsomeness, instability, and imitation and unsteady attention (Montessori 2013).
Deviations occur when the child is not normalised - forced or left without stimuli. In other words a deviation should be seen as a defence that arises if development does not happen in a normal way (Montessori 2013). Every child has deviations in a varying degree and there are few types of deviations.
At age of three, most children have developed some deviations caused mainly by adults. And it can only get worse if permitted. Usually it happens when children are lacking stimulating activities and have no stable relationship with parents but left to watch TV, computer or to play with toys. Toys stimulate an activity but for a very short period of time (Montessori 2013). Overeating is also a type of deviation. Children don’t’ eat much but parents are often afraid that the child will starve and start to use destructions such as TV in attempt to feed the child. As a result, children have no understanding of what and how much they eat since their mind is fully occupied by the action on the screen. At this stage deviations are not deep and are hidden below the surface. In order for the teacher to bring them out, the right activity must be offered. Then the concentration and discipline can be easily restored. The deviations like untidiness, laziness, and insubordination are very common ones and often-believed do not fostered by adults. Children of strong and weak personality develop deviations of different kind. For example, children of a strong character would more likely to show aggressive, violent and noisy behaviour. Unlike the others, who are quiet, passive and easily bored. Deviations must be corrected, other wise they will progress and finally become permanent (Montessori 2013).
The teacher, the environment plays very important role for the child’s normalisation. Even the smallest mistakes can distract the child and prevent its progress. In order to support the normalisation process, the environment should be suited for the children’s needs and abilities (Montessori 2013). For instance, in Montessori schools furniture and work tools are child sized and it offers a wide range of specially designed...