Date: 3 March 2012
Student No: M/10/11/0352
Explain how the role of the teacher changes in the process of the child’s growing normalization (socialization). • Define the term normalization, linking it with the concept of deviations. • Outline the environmental aspects that support normalization. Explain the maturation nature of normalization linked to the child’s growing social development. • Describe the teacher’s initial approach with children. • 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 normalization. • Show an understanding of why the child might regress.
“Normalization comes through “concentration” on a piece of work” (The Absorbent Mind, pg 206). Montessori uses the term ‘normalization’ to describe this unique process a child experiences in a classroom. The first time hearing the term of normalization, myself wondering what does it means, does it means a child is not normal? After further reading, I’d discovered that a Normalized Child as describe by Dr Maria Montessori is one who has overcome himself and lives in peace and harmony with the environment preferring disciplined tasks to futile idleness. The individual child begins learn to focus and concentrate for certain period of time, while driving himself to a new level of satisfaction and achievement in their work.
Technically, the term normalization was borrowed from anthropology and it means “becoming a contributing member of a society” (Dr Rita Shaefer Zener, The Secret of Childhood: Normalization and Deviations, 2006). Montessori believed that a young child are born with inner capabilities and capacities for self-governance which should develop freely. She stated that there are eleven (11) characteristics (DMT 101 Montessori Philosophy, pg 90-91) that shows. Normalization is happening when it’s included love of order, love of work, concentration, attachment to reality, love of silence, sublimation of the possessive instinct, power of act from real choice and not from curiosity, obedience, independence and initiative, self-discipline and lastly the joy that comes with acting in obedience to the laws of nature.
“The child’s intelligence can develop to a certain level without the help of his hand. But if it develops with his hand, then the level it reaches is higher, and the child’s character is stronger”, (The Absorbent Mind, pg 152). A normalized child will moved his physical energy of the body and the mental energy of intelligence and will to work in unison. The transition from one step of work to the other always allow the hand to work with real things and mental concentration. Only after the process of normalization the child demonstrates qualities which prove his or her readiness for intellectual work. If the development of work cannot proceed in a normal way, the child will be deviated. We need to correct the defects or it will getting worse as time progresses and have influence in second period of development (age 6-8 years) where the reasoning power is getting stronger. The children now are interested in what is right and wrong, what is good and bad.
Dr Montessori classified deviations in two categories: deliberate and non-deliberate. Deliberate deviations are caused by the lack of purposeful activities in the home and/or school environment. These children feel the need to be constantly entertained. They are continually bouncing between toys, TV and computer time such as IPad, tablets to alleviate boredom, but nothing holds their interest for very long. These children may also have the tendency to cling to a parent or older sibling well beyond the developmental plane of letting go. This is because their independence has been denied and they are unable to recognize themselves as a separate person. Non deliberate deviations are not fostered by adults and are often...