Normalization in the Montessori Classroom Age 3-6

Introduction

Maria Montessori used the term to describe the process by which the child moves from a state of deviation, mainly characterized by undisciplined idleness, to normal, full of inner peace and order. Mary, with the experience we had observed that most children were minors, arriving first at a Montessori classroom in a state not normalized. The fundamental discovery that Dr. Montessori bet the field of education was that the child can be normalized in a suitable environment. Thus, children were able to reach a state of normalization in their environment, through intentional interaction of different specialized materials for each classroom environment. This interaction is intentional based on the spontaneous interest of each individual (child).

Discussion

The phenomenon of Standardization through work is extremely important because a child's aptitude for the work represents a vital instinct, because without some kind of activity, his personality can not organize and deviates from the normal lines of its construction. This child's work can be distinguished from that of adults, since the purpose of the first is to encourage the development of inner qualities (concentration and order), while the goal of the adult is usually carried out some external change in the environment (Geelen). For these reasons, the work is an integral part of the normal process of child development therefore should be encouraged. The Montessori method always has in mind the objective of the non-realization, which we reach out in every child through their own process of self-development.

The only role that the environment (the guides or teachers) can do is support this process as it unfolds in a Montessori classroom, the departures (antisocial behavior), are decreasing, so the children gradually acquire an attitude of greater self-discipline. Maria Montessori, while apologizing for not having been able to find an equivalent term and ...