...Firstly, in this assignment the term normalisation will be indentified and examined. It will describe the characteristics of a healthy child and explains the philosophical meaning of the term “horme”. It will be connected to the deviations concept and will discuss different types of deviations and it’s nature. Secondly, it will closely look into the environmental aspects that support normalization process and the nature of normalisation process. Thirdly, the teacher’s initial approach to the children will be discussed, and also the change in the teacher’s role during different stages of learning will be explained. And finally, reasons of why a child might regress will be examined. Through years of observation M. Montessori saw that children blossom when they are given freedom in an environment suited for their specific needs (Montessori 2007). She highlighted four characteristics that appear in every child who developed normally. They were: the love of learning, ability to concentrate, communicability, and self-discipline. Therefore normalisation is a process, through which the child gains these characteristics through concentration on repetitive activities, which are freely chosen by the child (Montessori, 2013). The philosophical explanation of the term was borrowed from word “horme” which means the energy of life or in religious teachings the Holy Spirit. Dr. Montessori simply explained that the energy of life should activate the chid because it’s his/her nature (Montessori...
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...Explain how the role of the teacher changes in the process of the child’s growing normalisation (socialisation) | Reflecting how the role of the teacher in a Montessori Childcare setting changes considering the moment and type of children’s need is the aim of this essay. The focus will be anchored on what Maria Montessori defined by ‘normalisation’ (Montessori, 2007a) and how the teacher promotes its achievement, analysing how the professional and the child’s performances will develop in consequence of it. I will take in consideration the justifications and advantages outlined in the Montessori principles’, as well as what would be the consequences of the lack of this process. For better understand it, I will briefly re-visit the social embryonic stage socialisation is linked with the growing socialisation of children in pre-school ages, and highlight the importance of consistency and respect of the favourable environment. Montessori (1966) identified children arriving to Casa dei Bambini with several characteristics of behaviour which result in obstacles to the natural development of the child, these where called deviations and identified in categories of as fugues (active) or barriers (passive) - both, would disappear while the process of normalisation is successful. The process of normalisation in a Montessori classroom relates to the period of time that a child takes to focus his/her energies, will and concentration, self-absorbed and disciplined thanks to the engagement...
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...|Explain how the role of teacher changes in the process of the child growing normalisation (socialisation) | (Begin typing your introduction here…) Montessori acknowledgment that emphasis she placed on preparation for the learning environment was probably the main characteristic by which people identified her method. She believed that “environment” includes not only the space the children use and the furnishings and materials within that space but also the adults and the children who share their days with each other, as well as the outdoor environment and other places where children learn. A Montessori teacher has to be quite different from a teacher from ordinary school (The Absorbent Mind). A Montessori teacher must be a guardian for child’s learning and care, custodian to the favourable environment and an observer of each child’s nuances. “The teacher of children up to six years of age knows that she has helped mankind in essential part of its formation. …She will be able to say: “I have served the spirits of those children, and they have fulfilled their development, and I have kept them company in their experiences”(Montessori, 2007a). What normalisation is? M Montessori said: “The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied by mental concentration”(Montessori, 2007a) Dr. Montessori said, “the thing we should cultivate in our teachers is...
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... | |Explain how the role of the teacher changes in the process of the child’s normalisation (socialisation). | | | |Define the term normalisation , linking it with the concept of deviations. (10) | |- Briefly explain the concept of ‘normalisation’ and look at the characteristics of the normalised child. | |Lecture 30 (Montessori, 2012) | |- Outline the definition of ‘deviations’ (Montessori, 1966) from a Montessori perspective. | | | |Outline the importance of the favourable environment in supporting normalisation. (20) | |- Briefly outline the characteristics of the Montessori favourable environment that are essential for normalisation. | |- Consider how these characteristics...
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...Normalisation is one of the basic terms in the Montessori Philosophy. In this assignment during the process of the child’s growing normalisation the changes in the role of the teacher will be explained. Below this general subject I will define the term normalisation and link it with the concepts of deviations. Then I will outline how the prepared environment supports a child’s normalisation process and explain the maturational nature of normalisation which is linked to the child’s growing social development. I will describe the teacher’s initial approach with a new child in the school and how the teacher’s role changes with the child’s growing normalisation. I will also give some reasons as to why a child might regress. Montessori believed that if a child feels free in an environment which suits her/his needs and sensitivities, s/he will reach her/his full potential. S/he will be able to concentrate on and complete a task and will find joy in her/his work. This transitional process is called normalisation (Montessori, 2007a). For this process, certain conditions must be provided. Activities in the prepared environment must use the hands and arouse the child’s interest so s/he will concentrate fully. In the prepared environment the child must be allowed to complete an activity without any interruptions and be allowed to repeat it until s/he has mastered it. The activity must also be reality based and freely chosen by the child. For example a child who is doing the spooning...
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...Normalisation is a very controversial issue in the non-Montessori circles as it is surrounded by lots of misunderstandings hence in this assignment i will shed the light on the process of the child’s growing normalisation and how it affects the role of the teacher. I will also define the term normalisation and link it with the concept of deviation. The prepared environment that supports a child’s normalisation process will be explained and linked to the child’s growing social development. Moreover I will describe the teacher’s initial approach with a new child in the setting and how the teacher’s role changes with the child’s growing normalisation. I will also give some reasons as to why a child might regress. Montessori believed that the child is born good and capable to construct him/her self and reach his/her full potential and become a perfect human if left free in an environment that suits her/his needs and caters for it. However, many children meet various setbacks and regressions during their developmental journey and do not end up being the perfect adults they meant to be. This should be the main aim of education and teachers should provide conditions that guide a child towards this natural path they are born to take that can be referred to as ‘normalisation’ (Montessori, 2007a, 183). Maria Montessori used the term normalisation to refer to a process or a phenomenon that she saw in her work with the children at San Lorenzo in Rome. This process occurs when development...
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...Assignment Two The aim of this essay is to explain how the role of the teacher changes in process of the child’s growing ‘normalisation’. In establishment of the aim, one will first define the term normalisation in linkage with the concept of deviation, followed by an outline of environmental aspects, which support normalisation. Thirdly one will describe the initial approach to new children and how the teacher’s role changes as the child starts to concentrate and focus on activities. At last, one will explain the impact of this change in the teacher’s role on the child’s growing normalisation and why the child might regress. The term ‘normalisation’ is first mentioned by Montessori in ‘The Absorbent Mind’. She describes ‘normalisation’ as a transition process from one stage to another (Montessori, 1949). The process of normalisation is closely linked to Montessori’s concept of deviation, whereby deviations disappear and normalisation occurs. She believed that a child is born ‘good’ and over the first three years- the period when the child is in the adult environment, where the child is not given enough independence and toys of the wrong type - the child develops ‘defects’ in character called deviations. Montessori states in The Secrete of Childhood, Chapter 21:’…Thus at the origin of life, in the small baby, errors are constantly being made, deforming the natural psychological type of man, and leading to an infinity of deviations…’. These deviations cause the child to...
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...|Explain how the role of the teacher changes in the process of the child's growing normalisation (socialisation). | |Define the term normalisation,linking it with the concept of deviations.(10) | |Outline the importance of the favourable environment in supporting normalisation.(20) | |Explain the maturational nature of normalisation linked to the child's growing socialisation-link to the social embryonic stage of the absorbent mind.(10) | |Describe the teacher's initial approach with new children.(10) | |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 | |normalisation.(20) | |Show an understanding of why the child might regress.(5) | | | My assignment will reveal what normalisation is in line with...
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...In this essay we will be discussing normalisation and linking it with the concept of deviations. Outline the importance of the favourable environment in supporting normalisation. We going to explain the maturational nature of normalisation linked to the child’s growing socialisation. Also describing the teacher’s initial approach with new children. Explaining 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 normalisation. Showing an understanding of why the child might regress. A child’s conversion is a physic cure, like returning to being normal. The ‘normal child’ would be one that is precociously intelligent, who has learned to be in peace and overcome him/herself, and who also prefers a difficult task in order to futile idleness. If we look closely we will see that the child has a different need to that of an adult, where the adult has reached the norm of the species but the child is in a constant state of metamorphosis. The integration that the child achieves is through work. This is when the normalisation of the child begins. All destructive behaviour is ceased and the process of physic integration starts. This means that the child spontaneously reverts to their normal character if the correct conditions prevail. “This is the single most important result of our work. The transition from one stage to another always follows a piece of work done by the hands with real things, work accompanied...
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...Explain How the Role of the Teacher Changes in the Process of the Childs Growing Normalisation The concept of small children learning from one another, being independent and engaging respectfully with peers and adults is what teachers strive for. The transition from dependence on a caregiver to their independence is often facilitated through preschool. This paper will discuss this evolution through the social embryotic stage, some of the obstacles children need to surpass, the benefits of the right environment, the changing role of the teacher throughout this process and the optimum guidance for a child (Montessori 1966, 2007a, 2007b). There are three terms which require defining prior to understanding the role of a teacher. The first is the term “teacher” as Montessori’s expectations of a teacher are vastly different from what has and is expected. Secondly there are the deviations which hinder a child’s natural path. And the final term “normalisation” which suggests some sort of psychiatric reprogramming, but in fact is the exact opposite (Montessori, 2007a). A Montessori teacher must be a guardian for the child’s learning and care, a custodian to the favourable environment, an observer of each child’s nuances, a gentle hand that leads and an instructor to those in their care. When Montessori began her schools the teachers had to be untrained and taught how to teach by example, guide based on the individual needs/observations and exude patience and love (Montessori, 1966)...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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...answering them? Since 2003, those with real Group Discussion and Personal Interview calls from India’s top bschools have been posting entire and detailed transcripts of their admission interviews immediately after they happen, so that others slotted for later interviews can learn what GDPI is going to be like this year. This book is a collection of dozens of handpicked GDPI experiences from the country’s top bschools during the admission years 2005, 2006, 2007, 2008, 2009 and 2010. In this edition, we have included over 180 GDPI experiences from the admission processes of IIM Ahmedabad, IIM Bangalore, IIM Calcutta, IIM Indore, IIM Lucknow and IIM Kozhikode. A team of 33 volunteers, who are themselves at some stage of the MBA admissions process, were asked to make the selections based on what seemed most interesting and...
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