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Role of the Teacher in Normalisation

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Submitted By melosa
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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 activity can pour some ingredients to the tray then by doing the same activity again and again s/he will be mastered. If we disturb the child with correcting her/him when s/he pours the ingredients to the tray we can cause her/him trying to do correctly. Montessori describes the conditions of the environment for a child become normalised with these words: “An interesting piece of work, freely

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