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Role Of The Teacher In Normalisation

2058 words - 9 pages

Normalisation is one of the basic terms in the Montessori Philosophy. In this assignment during the process of the child’s growing normalisation the changes in the role of the teacher will be explained. Below this general subject I will define the term normalisation and link it with the concepts of deviations. Then I will outline how the prepared environment supports a child’s normalisation process and explain the maturational nature of normalisation which is linked to the child’s growing social development. I will describe the teacher’s initial approach with a new child in the school and how the teacher’s role changes with the child’s growing normalisation. I will also give some reasons as ...view middle of the document...


In The Absorbent Mind (2007a), Montessori identified four characteristics of the normalised child; love of work, concentration, self-discipline and sociability and said: “Only normalized children, aided by their environment, show those wonderful powers that we describe; spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others” (Montessori, 2007a, p.188).

If the necessary conditions to become normalized are not present, deviations will develop. Deviations are characteristics which occur if a child’s development cannot proceed in a normal way. Montessori classified deviations into two groups; strong children and weak children (Montessori, 2007a). Strong children display characteristics such as poor self-discipline, aggressive, violence, disobedience, selfishness, lack of concentration and co-ordination. Weak children display characteristics like obedience from fear, indecisiveness, passivity, emotional dependence and dishonesty. Although all children have some degree of deviation, the good process of normalisation causes these negative characteristics to disappear.

The prepared environment is fundamental in the process of normalisation. The environment must be prepared to support the child’s growing normalisation and her/his sensitive periods; periods of time when the child is particularly sensitive to certain elements in the environment (Montessori, 1972). First of all, the physical environment must be suitable for a child. Using hands and general physical activities are vital part of normalisation because of these there should be enough space for movement and exploration. For example carrying the rods to the mat and building it into a stair, carrying of the pink tower one at a time to the mat gives a child movement opportunity. About these Montessori said: “The transition from one state to another always follows a piece of work done by the hands with real things” (Montessori, 2007a, p.186). Choosing the furniture in the classroom is important. It must be realistic but child-sized and easy to move. The environment must allow the child to be comfortable while working and to learn important life skills, such as taking their water and washing hands. The shelves must be easily accessible to children, allowing them to explore and choose an activity that interests them. Order is extremely important in the prepared environment so materials are always stored in the same place. The materials used must appeal to the child and arouse his interest, leading her/him to concentrate on it fully. Therefore, there must always be materials suitable for each individual child’s level of normalisation and s/he must be allowed time to repeat and perfect an activity. For example in the practical life area there can be both easy and difficult transferring activities such as big beads and rice. The fact that there is only one of each activity in the prepared environment supports a child’s social...

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