Database Normalization and Child Essay Example

social, sensorial, bodily movement, and language. The teacher and older normalize children should serve as role models. The environment must have a sense of reality and offer purposeful work that involves manual work. Failing to comply with the child’s needs in a Montessori environment may result in disruptive or deviant behavior from the child. Should the child seem disengaged or have difficulty finding tasks, we need to examine the prepared environment first, for its possible failure to cater to the child's needs.

Children who are normalized show independence, confidence, appreciation of peace, and willingness to follow rules. They engage in playful activities such as jumping, running, and playing as any other child would. The distinction lies in their self-established boundaries. One could pose the question about the traits of a normalize child. Regardless of the child's background or situation, the attributes of a normalized child remained identical, as determined by Montessori. Notably, E.M mentioned these characteristics in the 10th Chapter of his work: respect for law and order is one example; these children tend to value their surroundings and contribute to its upkeep.

Kids are taught to tidy up their activities and rearrange items after completion, ensuring the activity is set for the subsequent child. For instance, in my classroom, we have color-coded most of the Practical Life tasks to facilitate the kids in returning everything to its designated place. I frequently observe which child prefers organization and which one is still grappling with it. The child who still has difficulty with internal order requires more Practical Life practices, which will assist them in attaining their inner serenity; once this is achieved,

organization will ensue. We usually avoid interrupting children when they are focused and enjoying their work on the activities.

Supporting children in their personal growth is facilitated by not interfering in their tasks, as such interruptions can disturb their focus. As voiced by Kathleen Futrell in 'The Normalised Child', disrupting a child's concentrating power may negatively impact their development (Futrell, K, 1998, pg14). In a Montessori setting, children have the liberty to engage with activities for as long as they captivate their interest. For instance, I have a student in my class who repeatedly engages with the binomial cube.

We permit the kid to go through the requirement of persistently working on a particular task. *Significant spontaneous focus - concentration doesn't instantly materialize. That's why we present Practical Life practices to kids as an initial approach. We begin with brief tasks and gradually increase the child's concentration. The secondary purpose of Practical Life activities is to assist the kid in strengthening and advancing their movement coordination as well as personal identity integration. *Reality Engagement - It is necessary for kids to formulate their own understanding of their surroundings before acquainting them with tales of myth and make-believe.

It is significantly imperative for youngsters to differentiate between reality and fantasy, enabling them to discern autonomously when confronted with imaginative tales. As a teacher, I regularly observe children joyfully impersonating characters like Spider-man, frequently replicating actions viewed on television, without understanding the distinction between what's real and fictitious. *Encouraging independent tasks and peace - the Montessori classroom environment allows kids to discuss their work with fellow students if they desire. Nevertheless, if a child

wishes to work alone, this choice should be honoured by all. Children have permission to request assistance from classmates if needed.

It's essential to acknowledge that children often require periods for individual contemplation and the capacity to learn at their personal pace. Lack of these opportunities can hinder their continuous learning journey. According to *obedience theory, there are three phases of compliance. The first phase is when a child only follows directions that align with their specific impulses. In the second phase, a child is capable of aligning not only with their own desires but also those of others. The final stage of obedience transpires when the child has achieved 'normalization', displaying keenness in responding to an authoritative adult (Montessori, M., 1988). Concerning notions of autonomy and initiative, once children are given access to resources, they have freedom in choosing and participating in activities as per their liking.

Each instrument in the Montessori approach is created to promote self-correction, removing the necessity for educator interference while a child is involved in an activity and fostering independent discovery. *Encouraging self-regulation and responsibility - By giving children liberty and autonomy, they develop discipline and confidence. Inspiring children to accomplish tasks on their own (such as dressing themselves or brushing their hair) lays the crucial foundation needed for nurturing independence.

Lack of freedom can result in challenges with self-regulation and discipline in children. Reflecting on my schooling years, a child would invariably misbehave as soon as the teacher left the room. Upon deeper thought now, I realize their requirements were not fulfilled but rather smothered. Consequently, when presented with liberty, they struggled to handle it.

These were not children who had adjusted successfully.