What does
this term “Normalization” mean?
Normalization is a term that causes a great deal of
confusion and some concern among many new Montessori Parents. Normalization is indeed not the best choice
of words! It suggests that we are going
to help children who are not normal to become “normal.” This is definitely not what Maria Montessori
meant. Normalization is Montessori’s
name for the process that takes place in Montessori classrooms around the
world, through which young children learn to focus their intelligence,
concentrate their energies for long periods, and take tremendous satisfaction
from their work. In his book, Maria
Montessori: Her Life and Work, E.M. Standing described the following
characteristics of normalization in the child between the age of three and six:
- A
love of order
- A
love of work
- Profound
spontaneous concentration
- Attachment
to reality
- Love
of silence and of working alone
- Sublimation
of the possessive instinct
- Obedience
- Independence
and initiative
- Spontaneous
self-discipline
- Joy
- The
power to act from real choice and not just from idle curiosity
Kay Futrell in her classic little book, The Normalized
Child, describes Dr. Montessori’s amazement when the 60 frightened and
ill-disciplined inner-city children of her first Children’s House began to respond to the new environment. “What followed seemed incredible even to Dr.
Montessori, for the deprived children blossomed under this freedom, and the
possibility of doing work suited to their needs. They revealed to her not only
their enormous capacity for intellectual accomplishment, but a strange
character of sweetness and serenity.
They displayed a truly uncorrupted spirit, scorning rewards and
punishment, and finding their joy in the prodigious work which involved
them. They came from these labours
refreshed, as from a creative experience, and as they worked, they grew in
inner discipline and peace. The sight of
these children, who displayed the truly “normal” characteristics of childhood,
was the force which motivated Maria Montessori for the remainder of her life.
This secret of childhood she pursued with great vitality, and from her tireless
observations and efforts, evolved her perception of the child’s psychic
personality. As she travelled from
country to country, lecturing, training teachers, helping to establish school
after school, this same phenomenon was observed wherever conditions promoting
its growth were perfectly realized. This
normalized child is the image which Montessori teachers keep uppermost in their
minds. This is what we are striving for,
what we hope to achieve. However, this
child will only appear if we conscientiously prepare ourselves and our
classrooms and if we can build on the proper preparation in the child’s
home. Normalization is another word for
what we call Montessori’s JOYFUL Scholars!
What
Outcomes Can We Look for If We Give Our Child a Montessori Education?
Here are eight primary aspects we normally find in children
who have grown up with a Montessori education:
- Academic
Preparation: Montessori prepares students both for higher education and
for life. On an academic level,
Montessori helps students attain skills that allow them to become
independently functioning adults and life-long learners.
- Intrinsic
Motivation: Innate desire drives Montessori children to engage in
activities for enjoyment and satisfaction.
- Internalized
Ground Rules and the Ability to Work with External Authority: Montessori
students are normally comfortable with ground rules that set the
boundaries for their interactions within the school community. Because
these ground rules become internalized, Montessori students normally learn
to behave appropriately whether or not teachers are present.
- Social
Responsibility: Montessori children tend to be quite sensitive to the
rights and needs of others. They tend to make a positive contribution to
their community.
- Autonomy:
Montessori students tend to become self-directed, composed and morally
independent.
- Confidence
and Competence: Montessori students tend to become confident, competent,
self-reflective, and, thereby, successful. They are generally not afraid
of failure and learn from mistakes.
- Creativity
and Originality of Thought: Montessori students normally become confident
in expressing their own ideas and creativity. They recognize the value of
their own work, respect the creative process of others and are willing to
share their ideas regardless of the risk of rejection. Montessori students
tend to take great satisfaction in self-expression.
- Spiritual
Awareness: Montessori students are often exceptionally compassionate,
empathetic, and sensitive to the natural world and the human condition.
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