Normalization (Montessori)
In Montessori education, Normalisation is a term used to describe the process by which children move from a state of disorder or disorientation to a state of order and self-discipline through spontaneous concentration on work freely chosen.[1] Maria Montessori observed that when children are given the freedom to choose their activities and are provided with materials suitable for their developmental needs, they exhibit certain characteristics of normal development, including a love of work, an attachment to reality, and a preference for silence and working alone. Such "normalised" children are often happier, enthusiastic, generous, and helpful to others, and their work choices reflect their developmental stage.
Montessori Quotes
- "Free choice is one of the highest of all the mental processes."[2]
- "The first essential for the child's development is concentration. The child who concentrates is immensely happy."[3]
Research and Critiques
- Pros: Normalisation aligns with psychological research that emphasizes the importance of intrinsic motivation, autonomy, and focused attention in learning. It fosters self-discipline and an intrinsic love for learning, essential skills for lifelong learning.[4]
- Cons: Critics argue that the concept of normalisation is too idealistic and that not all children may respond positively to this freedom. They caution that this approach may not work for all children, especially those with special needs or those who thrive with more structure.[5]
Comparisons to Other Methods
In contrast to traditional education models that often emphasize external rewards and punishments to manage behaviour, Montessori education encourages normalisation, a process of internalising discipline and love for learning through free choice and concentrated work.[6]
See Also
References
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Montessori, M. (1912). The Montessori Method. Frederick A. Stokes Company.
- ↑ Montessori, M. (1949). The Absorbent Mind. Clio Press.
- ↑ Lillard, A. (2017). Montessori: The Science Behind the Genius. Oxford University Press.
- ↑ Egan, K. (2002). Getting it wrong from the beginning: Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. Yale University Press.
- ↑ Mooney, C. (2013). Theories of Childhood, Second Edition: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
