...The following essay shows how the role of the teacher changes as the child grows through the process of normalisation. The terms normalisation and deviations, will be defined and understood. Favourable environment will be discussed with regard to the role it plays in the normalisation process. The changes that a child undergoes will be considered along with how the teacher’s role will change as the child is maturing. I will briefly consider what the needs are of new children when they enter the nursery for the first time. I will also explain why a child might regress during this process. ‘Normalisation’ (2012) can be defined as all functions coming together and all the parts being connected; it is like a new personality is created. Functions that were not functioning before because they were repressed now function and a new person evolves. Normalisation is when a child’s natural characteristics have the ability to follow a natural path of development. This natural path of development should be the main aim of the facilitator, guiding the child towards normalisation. Normalisation is a process that carries on over a long period of time at the nursery. “This phenomenon of normalization is only achieved through intense activity and real concentration.”(Montessori, 2012, p.216) Characteristics of a normalised child are, a child who is settled, used to daily routine and who is part of the nursery environment. This is a well-rounded child who is concerned about the needs of him/herself...
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...Assignment Two The aim of this essay is to explain how the role of the teacher changes in process of the child’s growing ‘normalisation’. In establishment of the aim, one will first define the term normalisation in linkage with the concept of deviation, followed by an outline of environmental aspects, which support normalisation. Thirdly one will describe the initial approach to new children and how the teacher’s role changes as the child starts to concentrate and focus on activities. At last, one will explain the impact of this change in the teacher’s role on the child’s growing normalisation and why the child might regress. The term ‘normalisation’ is first mentioned by Montessori in ‘The Absorbent Mind’. She describes ‘normalisation’ as a transition process from one stage to another (Montessori, 1949). The process of normalisation is closely linked to Montessori’s concept of deviation, whereby deviations disappear and normalisation occurs. She believed that a child is born ‘good’ and over the first three years- the period when the child is in the adult environment, where the child is not given enough independence and toys of the wrong type - the child develops ‘defects’ in character called deviations. Montessori states in The Secrete of Childhood, Chapter 21:’…Thus at the origin of life, in the small baby, errors are constantly being made, deforming the natural psychological type of man, and leading to an infinity of deviations…’. These deviations cause the child to...
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...Explain how the role of the teacher changes in the process of the child’s growing normalisation (socialisation) | Reflecting how the role of the teacher in a Montessori Childcare setting changes considering the moment and type of children’s need is the aim of this essay. The focus will be anchored on what Maria Montessori defined by ‘normalisation’ (Montessori, 2007a) and how the teacher promotes its achievement, analysing how the professional and the child’s performances will develop in consequence of it. I will take in consideration the justifications and advantages outlined in the Montessori principles’, as well as what would be the consequences of the lack of this process. For better understand it, I will briefly re-visit the social embryonic stage socialisation is linked with the growing socialisation of children in pre-school ages, and highlight the importance of consistency and respect of the favourable environment. Montessori (1966) identified children arriving to Casa dei Bambini with several characteristics of behaviour which result in obstacles to the natural development of the child, these where called deviations and identified in categories of as fugues (active) or barriers (passive) - both, would disappear while the process of normalisation is successful. The process of normalisation in a Montessori classroom relates to the period of time that a child takes to focus his/her energies, will and concentration, self-absorbed and disciplined thanks to the engagement...
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...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. Through years of observation M. Montessori saw that children blossom when they are given freedom in an environment suited for their specific needs (Montessori 2007). She highlighted four characteristics that appear in every child who developed normally. They were: the love of learning, ability to concentrate, communicability, and self-discipline. Therefore normalisation is a process, through which the child gains these characteristics through concentration on repetitive activities, which are freely chosen by the child (Montessori, 2013). The philosophical explanation of the term was borrowed from word “horme” which means the energy of life or in religious teachings the Holy Spirit. Dr. Montessori simply explained that the energy of life should activate the chid because it’s his/her nature (Montessori...
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...|Explain how the role of teacher changes in the process of the child growing normalisation (socialisation) | (Begin typing your introduction here…) Montessori acknowledgment that emphasis she placed on preparation for the learning environment was probably the main characteristic by which people identified her method. She believed that “environment” includes not only the space the children use and the furnishings and materials within that space but also the adults and the children who share their days with each other, as well as the outdoor environment and other places where children learn. A Montessori teacher has to be quite different from a teacher from ordinary school (The Absorbent Mind). A Montessori teacher must be a guardian for child’s learning and care, custodian to the favourable environment and an observer of each child’s nuances. “The teacher of children up to six years of age knows that she has helped mankind in essential part of its formation. …She will be able to say: “I have served the spirits of those children, and they have fulfilled their development, and I have kept them company in their experiences”(Montessori, 2007a). What normalisation is? M Montessori said: “The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied by mental concentration”(Montessori, 2007a) Dr. Montessori said, “the thing we should cultivate in our teachers is more the...
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... | |Explain how the role of the teacher changes in the process of the child’s normalisation (socialisation). | | | |Define the term normalisation , linking it with the concept of deviations. (10) | |- Briefly explain the concept of ‘normalisation’ and look at the characteristics of the normalised child. | |Lecture 30 (Montessori, 2012) | |- Outline the definition of ‘deviations’ (Montessori, 1966) from a Montessori perspective. | | | |Outline the importance of the favourable environment in supporting normalisation. (20) | |- Briefly outline the characteristics of the Montessori favourable environment that are essential for normalisation. | |-...
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...Normalisation is a very controversial issue in the non-Montessori circles as it is surrounded by lots of misunderstandings hence in this assignment i will shed the light on the process of the child’s growing normalisation and how it affects the role of the teacher. I will also define the term normalisation and link it with the concept of deviation. The prepared environment that supports a child’s normalisation process will be explained and linked to the child’s growing social development. Moreover I will describe the teacher’s initial approach with a new child in the setting and how the teacher’s role changes with the child’s growing normalisation. I will also give some reasons as to why a child might regress. Montessori believed that the child is born good and capable to construct him/her self and reach his/her full potential and become a perfect human if left free in an environment that suits her/his needs and caters for it. However, many children meet various setbacks and regressions during their developmental journey and do not end up being the perfect adults they meant to be. This should be the main aim of education and teachers should provide conditions that guide a child towards this natural path they are born to take that can be referred to as ‘normalisation’ (Montessori, 2007a, 183). Maria Montessori used the term normalisation to refer to a process or a phenomenon that she saw in her work with the children at San Lorenzo in Rome. This process occurs when development...
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...Explain How the Role of the Teacher Changes in the Process of the Childs Growing Normalisation The concept of small children learning from one another, being independent and engaging respectfully with peers and adults is what teachers strive for. The transition from dependence on a caregiver to their independence is often facilitated through preschool. This paper will discuss this evolution through the social embryotic stage, some of the obstacles children need to surpass, the benefits of the right environment, the changing role of the teacher throughout this process and the optimum guidance for a child (Montessori 1966, 2007a, 2007b). There are three terms which require defining prior to understanding the role of a teacher. The first is the term “teacher” as Montessori’s expectations of a teacher are vastly different from what has and is expected. Secondly there are the deviations which hinder a child’s natural path. And the final term “normalisation” which suggests some sort of psychiatric reprogramming, but in fact is the exact opposite (Montessori, 2007a). A Montessori teacher must be a guardian for the child’s learning and care, a custodian to the favourable environment, an observer of each child’s nuances, a gentle hand that leads and an instructor to those in their care. When Montessori began her schools the teachers had to be untrained and taught how to teach by example, guide based on the individual needs/observations and exude patience and love (Montessori, 1966)...
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...In this essay we will be discussing normalisation and linking it with the concept of deviations. Outline the importance of the favourable environment in supporting normalisation. We going to explain the maturational nature of normalisation linked to the child’s growing socialisation. Also describing the teacher’s initial approach with new children. Explaining 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. Showing an understanding of why the child might regress. A child’s conversion is a physic cure, like returning to being normal. The ‘normal child’ would be one that is precociously intelligent, who has learned to be in peace and overcome him/herself, and who also prefers a difficult task in order to futile idleness. If we look closely we will see that the child has a different need to that of an adult, where the adult has reached the norm of the species but the child is in a constant state of metamorphosis. The integration that the child achieves is through work. This is when the normalisation of the child begins. All destructive behaviour is ceased and the process of physic integration starts. This means that the child spontaneously reverts to their normal character if the correct conditions prevail. “This is the single most important result of our work. The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied...
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...This essay starts with defining normalisation ref? and deviationsref? and conditions leading to thesethe latter. It will highlight the importance of ‘favourable environment’ ref? as a prerequisite for normalisation and its effect if it is inappropriate. The maturational nature of normalisation, the teacher’s role as a facilitator of favourable environment, the teacher’s approach to new children in nursery and how his/her role changes as the children begin to concentrate will be explained. I will also discuss the child’s need of a cohesive society and finally will discuss reasons of regressionref? in children. Montessori defined normalisation (Montessori, 2007a) as “The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied by mental concentration” (Montessori, 2007a, p186). These transitions are a psychic cure explain to return to normal. “Actually the normal child is one who is precociously intelligent, who has learned to overcome himself and live in peace, who prefers a disciplined task to futile idleness” (Montessori, 1966, p148).To normalize a childprefer: to help a child become normalised, concentration on an activity is the key to bring him/her in contact with realityyes but I still do not know what you understood by normalisation. The characteristics of a normalised child are: concentration, love of work, discipline, sociability and being super socialwhat is this? (Montessori, 2007a). Therefore, motives...
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...|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) | | | My assignment will reveal what normalisation is in line with...
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...crisis era — to focus on the bottom line and not the process. Therefore, gaining a degree is about the piece of paper at the end, not about the learning process and skills gained along the way. Social pressure? Similarly, while parents wanting their children to be a success, is a good thing, it can become pressure to get that success at any cost. The accolade is more important than how you got there. This is also about students today being more externally motivated (degree gets you a job; a means to an end) rather than internally motivated (degree is knowledge and self-development). As with employee motivation theories, externally motivated students have little loyalty to the institution or the teachers and only surface interest in the academic knowledge itself. Normalisation of deception? Another important issue is the ‘normalising’ of cheating behaviour. Small acts of cheating are committed by our peers in every day life to get movies and music; in countless celebrity reports of infidelity and even committed by institutions and government representatives. Cheating therefore can in some contexts be justified as ‘necessary’, ‘unavoidable’ or perhaps ‘doing what it takes’. All these...
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...is now attending an all-white school in Ghana where she is the only coloured child. The school environment is different in terms of culture and language to the one she is used to. She has difficulties in bonding with her peers who mostly ignore her. Her key teachers who are white try to compensate this lack of bonding by giving her a lot of attention but the assistant teachers who are black and who used to spank on her are still very harsh to her and give preferences over the other kids. Her mum and dad are very busy so after school she stays with her nanny and her grandma who has stroke. Sabrine says she is happy in her school but after two terms her mum observed defects in her character. The school claims she does not show that side. Firstly we will find out what has caused the change in Sabrine’s character, secondly find solutions for her mum to help her and finally give recommendations and advices to her mum. Let’s remember that little Sabrine is facing racial discrimination from the part of the assistant teachers who are all black because they make it clearly known to her that the other children have something better than does by giving preferences to the other children and by behaving rudely towards her alone. This has made Sabrine to feel rejected by her own and...
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...information from a database * Understand what a form is and create a form to enter, modify and delete records and data in records * Build queries to retrieve and sort data * Create routine reports * Build and print reports for regular and ad hoc reporting of data Terminology | | Database | A database is a collection of related information which is organised into a series of rows (called records) and columns (called fields) that are populated with data. | | Data | Data is a series of individual facts. | | Information | Information is the result of the organisation, processing, and interpretation of data. | | Database Management System (DBMS) | The computer program used to manage and query a database. | | Data Normalisation | A method used in designing the structure of your database. In...
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...Journal of Social Development in Africa (1996), 11.1.33-42 Social Work Education for Social Development * M GRAY, F MAZIBUKO & F O'BRIEN ** ABSTRACT Social work as a profession has an obligation to respond to and, if necessary create, societal agendas. Social development is clearly on the current societal agenda. This paper examines the different emphases and levels of social development and advocates a broad perspective of the concept. The relationship between social development and social work is then explored. Shared values and goals augur well for a constructive relationship. Finally the paper addresses the importance of education for social workers to participate in social development initiatives. Teaching and practice curricula are discussed as well as different levels of training. The paper concludes with recommendations for future networking, both between educators and disciplines, and research and literature. Introduction According to Ira Goldenberg, professions are shaped by the social and political realities of their time and by the societies of which they are a part (Franklin, 1990). This is clearly evident...
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