Pre normalized and normalized child

It begins when a child is introduced to activities like the practical life materials. The materials help the child to develop his or her motor skills, acquire a sense of order, and begin the process of extending their ability, and desire for concentrated work. It is as simple as that this is not given freedom to children in the common sense what is the use to children, if it is freedom to develop their deviation? When we peak of freedom in education, we mean freedom for the creative energy which is the urge of life towards the development of the individual.

Pre normalized and normalized child

Pre normalized and normalized child

The Characteristics of the Normalized Child By: In a traditional classroom to give free reign to this many children is almost unheard of much less practiced, but it is seen and practiced in the Montessori classroom.

Montessori was willing to say that Normalization is the single most important result of our work.

Pre normalized and normalized child

So how can this miracle take place? According to Kathleen H.

A Word About Normalized

There are many milestones during the ages of three to five years. During this time the need for movement and independence is clearly evident. Language and thinking development understands most of what is said and 75 percent of speech is understandable, speaks in complete sentences of three to five words, matches pictures to objects, learns by doing and through the senses, understands concepts of "now," "soon," and "later" begins to recognize cause-and-effect relationships.

Within this environment, their true nature can be expressed. His attention span has settled to actually working on something stimulating and worthwhile. The directress has to be careful not to let the child spend too much time on just one of the works and should encourage him to explore other activities.

In her booklet Kathleen H. Futrell lists the eleven characteristics of the normalized child; 1 a love of order; 2 a love of work; 3 love of silence and working alone; 4 mutual aid and cooperation; 5 profound spontaneous concentration; 6 obedience; 7 independence and initiative; 8 spontaneous self-discipline; 9 attachment to reality; 10 sublimation of the possessive instinct; and 11 joy.

He is able to think logically and calmly and this becomes possible through the extension of order in his environment.

A disorganized and unkept classroom is not an appropriate ground for learning for anyone much less a child. The student sees this as an opportunity to create more disorganization because this is what he is surrounded by.

That is why the prepared environment in the Montessori classroom along with the stimulating didactic materials and a caring and loving directress are the formula for the formation of the normalized child. The love for order is the fundamental ingredient for this process.

Montessori invented this game when she was working with children who were partially deaf. Finally, she reverted back to the way she had first done it. He is also encouraged not to interrupt his peers with loud talking or noise. He is slowly introduced to grace and manners when the child understands that loudness in the classroom is a inappropriate way to behave with his peers.

In this positive environment, begins to show his independence and initiative when doing his work. For instance the child learns to take turns and there are no individual supplies promoting a cooperative environment. When the child has developed into an independent and happy student, he now has the tools necessary to be the same as an adult.

Ages 3 Through 5, http: Futrell, Normalized Child, p.Sterling Qualities of the ‘Normalized’ Montessori Child from Montessori for Everyone (lovely discussion of the positive qualities of a normalized child) The Key to Montessori from Montessori at Home! > Sterling Qualities of the ‘Normalized’ Montessori Child.

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Sterling Qualities of the ‘Normalized’ Montessori Child. I’ve been in Montessori (as a teacher, parent, or both) for over ten years. or buzzer is going to ring any minute, or that someone else is going to impose a pre-determined ‘schedule’ upon you. A normalized child is not the same as a “normal” child but many parents upon hearing that their child is, or is not yet, normalized hear the word “normal” and react accordingly.

According to Montessori principles, a normalized child is following a natural and normal path of development. This was the first trial to demonstrate that early behavioral intervention is associated with normalized patterns of brain activity, which is associated with improvements in social behavior, in young children with autism spectrum disorder.

Essays - largest database of quality sample essays and research papers on Pre Normalized And Normalized Child. Home Essays Normalized Child. Normalized Child. Topics: need quickly in children and get the help that is needed to the child/family as soon as possible without confusing the child or their families.

And as a pre-school setting it is good to know that you are not on your own if .

Cultivating the Normalized Child - Apple Montessori Schools