|Explain how the role of the teacher changes in the process of the child's growing normalisation (socialisation). |
|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) |
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My assignment will reveal what normalisation is in line with deviations. I will discuss the environmental factors that support favourable normalisation and its link to socialisation. In addition,I will also discuss the role of the teacher and approach to children with a view of how the unfavourable environment may result in child regression.

“Normalization comes through concentration on a piece of work” (Montessori,2007a,p.206).Montessori's main discovery was the reality of the child's true nature,the normalised child. Being in complete harmony with his environment. She discovered that this new normalised child would consistently emerge as a result of applying her method with children. Montessori described this process of fundamental change in the child as normalisation.

According to Montessori,in a growing child there are two streams of energy,one is physical energy of the body(especially the muscular energy expended in voluntary movement).Second,the mental energy of intelligence and will. According to Montessori,these two aspects of the psyche,mind and body should never become divorced. Instead these two should work in unison,otherwise the child will be deviated. Montessori found that it did not matter what sort of child it was but the characteristics of the 'normalized'child is evident for the love of order,love for work,spontaneous concentration,attachment to reality,love for silence and of working alone,sublimation of the possessive instinct,spontaneous self-discipline,and joy (Standing,1998,p.173-180).

The process of normalization ,like a three period lesson,occurs in three steps where every child develops at a different pace. Children build the foundations of character and personality by following this work cycle. The preparation for work includes gathering the materials necessary to do the work. The preparation allows the mind to begin to focus on the activity before the work actually begins. The works in a Montessori classroom are meant to engage the child so that she/he is able to focus and concentrate in depth. Rest or completion however is when the work is done and the child has derived satisfaction of completing the work. This is a time of putting the Montessori materials away and sharing his accomplishments with others. “The first aim of the prepared environment is,as far as it is possible,to render the growing child independent of the adult”(Montessori,1966,p.267).Montessori’s idea of the prepared environment was that everything the child came in contact with would facilitate and maximize independent learning and exploration. The six principles of the Montessori prepared environment is freedom, structure and order,beauty, nature and reality, social environment and intellectual environment. Under the first principle,Montessori believed that a child must be free to explore and follow his own natural impulses, thus developing his potential and increasing his knowledge of the world around him. Within the prepared environment, the child must experience freedom of movement, freedom of exploration, freedom to interact socially, and freedom from interference from others. This freedom ultimately leads to a greater freedom which is freedom of choice. While structure and order seem counter-intuitive to the aforementioned freedom, nothing could be further from the truth. Structure and order in the Montessori classroom accurately reflect the sense of structure and order in the universe. By using the Montessori classroom environment as a microcosm of the universe, the child begins to internalize the order surrounding him/her, hence, making sense of the world in which he/she lives. Montessori stated that there is a sensitive period for order which occurs between the ages of one and three years of age. This is when the child begins to draw conclusions of the world around him. If there is no order to his environment, the child’s sense of reason may be off since he/she will not be able to validate his/her findings. Montessori environments should be beautiful. The environment should suggest a simple harmony. Uncluttered and well-maintained, the environment should reflect peace and tranquillity. The environment should invite the learner to come in and work. This atmosphere is easily seen by the attitude of those working there, both child and adult. Montessori had a deep respect and reverence for nature. She believed that we should use nature to inspire children. Children must be taken out into nature, rather than being confined in the classroom. Thus, natural materials are preferred in the prepared environment. Real wood, reeds, bamboo, metal, cotton, and glass are preferred to synthetics or plastics. It is here where child-size real objects come into play. Furniture should be child-size so the child is not dependent on the adult for his movement. Rakes, hoes, pitchers, tongs, shovels should all fit children’s hands and height so that the work is made easier, thus, ensuring proper use and completion of the work without frustration. Where there is freedom to interact, children learn to encourage and develop a sense of compassion and empathy for others. As children develop, they become more socially aware, preparing to work and play in groups. This social interaction is supported throughout the environment and is encouraged with the nature of multi-age classroom settings. Thus,if the above aspects are not recognized, the intellectual environment will not serve its purpose (NAMC,2009).

In the 3 to 6 year-age span,we are not talking so much about a personality change .At this tender age,the personality is still in the soft,formative stage. During this years he/she must organize the embryonic development of many parts that were developed separately. The new child is really a true personality being allowed to develop normally. There are many personality types of course. However,when children enter the process of normalization the same characteristics that are a signal appear, namely love of work,concentration,self-discipline and socialbility. Love of work includes the ability to choose work freely and to find serenity and joy in work (Montessori,2007a,p.202).Concentration however,unfolds as individual children in a group became absorbed in their work where each one in a different, freely chosen activity (Montessori,2007a,p.206).Self-discipline on the other hand,refers to persevering and completing cycles of activity that are freely begun (Montessori,2007a,217).The fourth characteristic which is sociability,further points to patience in getting the materials one wants,respect for the work of others,help and sympathy for others,and harmonious working relationships among members of the group (Montessori,2007a,p.223).

“We realize that that in the early years there will be many spontaneous expressions of normality even when the environment is very bad or the obstacles very great. The vital energy returns to the surface again and again. The child must continuously struggle alone because no one recognizes and assists his bid for life. The child may become engulfed in his/her deviations. The educator has to rid himself of his anger before he can put the child's need first. He must know himself,educate himself in his work and give appropriate help. To give appropriate is two pronged :interrupt the deviated cycle whenever it appears because it isn't helping development. Offer interesting activities to use up the psychic energy in a productive way. Neither kindness nor severity help. It is the return to the normal work cycle that is self-healing. The appearance of normalization is explosive. It must be protected .It happens in a single moment. In that moment the deviations are gone,vanished. The child is as she/he is. That is the first observation task of the adult. Learn to see,protect,and guide those moments.NEVER interrupt them while the concentration lasts. These normalizing events are triggered by a certain situation. It has been found a characteristic reaction of children throughout the world. A return to a life of normality begins with just one event. Just as long ago the defense mechanism began with one incidence and then proceeded to become a fixed response” (Dr.Rita Shaefer Zener,The Secret of Childhood:Normalization and Deviations,2006).

A teacher in the Montessori classroom setting functions as a 'dynamic link' between herself,the children and the environment. She holds a deep understanding of the specially prepared environment. “Once the environment exists the directress will become the link between it and the children...This requires a great variety of qualities knowledge,patience,observation,discrimination, tact,sympathy-and above all,charity”(Standing,p.305).In her role as a 'dynamic link,'is the teacher's own spiritual preparation. The teacher comes to the classroom filled not with pride or anger,but rather with a sense of humility in the presence of such dignified beings. All of these aspects work together in the role of the teacher and culminates in achieving the ultimate goal of which Montessori herself describes as “the revelation.” One of the first duties the teacher has in her role as the 'dynamic link' is to meticulously prepare the environment. For example,all materials and apparatus should be in pristine condition,complete,and in their proper places. The teacher constantly assures that all items in the classroom are ready for use. Likewise,the teacher herself should appear neat and orderly,for her presence in the environment impacts the core of the classroom. She must study her own actions and movement in order that a sense of calm and peace may permeate throughout the environment. The teacher entices the children to activities and lessons and awakens the child's interests. She remains enthusiastic about the subjects introduced while always maintaining the art of observation. Observation of the child is a critical element in the role of a teacher. The teacher must rid herself of any predisposed judgement of any child. The teacher who is gifted in the science of observation will undoubtedly be able to effectively guide the child as he/she progresses in the prepared environment throughout all areas of the classroom. Another key role of the teacher is her ability to “teach teaching,not correcting.”The teacher must be very careful in the way she corrects mistakes. One of the attributes of the Montessori environment is that the autodidactic materials uphold this maxim. If a child makes a mistake,he/she will soon discover it on his own through continued use of the materials. Therefore,the need for adult intervention is minimized,and consequently it paves the child's way to a joy of self-discovery. Montessori further proposes that as soon as a child has found work and shows deep concentration,the teacher,at this point,should refrain from any type of interruption (TTL,2011).A simple, “Good job!” or “Nice work!” might suddenly disturb the working child and break his profound concentration. “A guiding principle which brings success..is this :as soon as concentration has begun,act as if the child does not exist”( Montessori,2007a, p.255).Naturally,Montessori also notes a teacher should respond to a child who enthusiastically shows her work,being careful not to praise in such a way which would promote the teacher's will. The child should be encouraged through the teacher's interest in her work,rather than seeking the teacher's merit or approval. The teacher's work in preparing the classroom coupled with her interactions among the children,enables her to provide the children the most positive means by which they can absorb the environment. Montessori uses the term 'normalization' to describe this unique process a child experiences in the classroom. Therefore,the teacher must ensure that the classroom provides activities and motives for Normalization to occur. This is due to the fact that normalization emerges as a result of deep concentration. While a teacher spends great time on the preparation of the classroom,materials and lessons,the focus of the teacher's duty is the normalization of each student. The materials chosen by the children will engage them and lead them to self-discovery and awareness. Ultimately,it is the teacher's role as the 'dynamic link'which allows the process of Normalization to occur. One must not forget that it cannot occur immediately.The role of the teacher hence,is “to watch with humble reverence,day by day,the spontaneous unfolding of the children's lives;seeking always to remove obstacles,both internal and external from their path,whilst she guides with science and sympathy the irrepressible energies of life” (Standing,p.318).The 'spiritually prepared' teacher will do so with a joyous heart. Only then can the most important factor in her role can be established,that is to see the child for who he really is (TTL,2011).

A child might regress when the child has the will to act but his movements are restricted. When he has got the interest but his needs are not met. The child is not given the freedom in the environment. The will of the adult is substituted. This is when parents do not allow the child to develop their own personality-merely that of a parent. The adult puts his personality on the child. The child has to do everything to fit in with the adult. Every child needs the right type of direction to learn about his environment.

In conclusion, I quote “ The process of normalisation is always the same...It does not matter with what the deviation a child may start...But as each child-individually and in his own time and place -achieves this experience of spontaneous concentration,until it has become a habit,each and all will arrive at the same place” (Standing,1998,Chapter 10).
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BIBLIOGRAPHY
Modern Montessori International Ltd (2006) DMT 101 Montessori Theory & Philosophy London:MMI

Montessori Centre International (2010) Philosophy – Module 1 London: MCI

Montessori, M. (1966) The Secret of Childhood New York: Ballantine.

Montessori, M. (2007a) The Absorbent Mind Amsterdam: Montessori Pierson Publishing Company.

Montessori, M. (2007b) The Discovery of the Child Amsterdam: Montessori Pierson Publishing Company.

North American Montessori Center, NAMC (2009) The Six Principles of the Montessori Prepared Environment Explained [online],available from :

http://montessoritraining.blogspot.co.uk/2009/03/principles-of-montessori-prepared.html
(date accessed 24/04/2013)
Standing, E.M. (1998) Maria Montessori, Her Life and Work New York: Plume

THE SECRET OF CHILDHOOD:Normalization and Deviation. Lecture given by Dr.Rita Shaefer Zener,on the AMI 3-6 course,Nakhon Pathon,Thailand,April (2006) [online],available from:

http://www.michaelolaf.net/lecture_secret.html (date accessed 20/4/2013)

To the Lesson!Offerings from the world of a Montessori mom and teacher. TTL (2011) Normalization :Part Two-Role of the Teacher [online],available from :

http://tothelesson.blogspot.co.uk/search/label/Normalization (date accessed 22/4//2013)