Normalisation: Pedagogy and Child Essay Example

same. Once a child experiences spontaneous concentration and makes it a habit, all children will reach the same place individually and in their own time and place (Standing, 1998, pp. 173).

According to MCSA 2012, the normalised child possesses certain characteristics such as a love for order, work, silence and working alone, profound spontaneous concentration, attachment to reality, sublimation of the possessive instinct, power to act from real choices, obedience, independence and initiative, mutual aid instead of competition, spontaneous self-discipline, and joy of learning. Montessori (1966) asserts that appropriate circumstances for these children include a conducive environment, a humble teacher, and materials adapted to their needs. The favourable environment comprises six essential components: freedom, structure and order, reality and nature, beauty and atmosphere, the Montessori materials, and community development.

According to MCSA 2012, each characteristic has a crucial role in a child's normalization development. These traits aid in fostering bonds of unity amongst children, facilitating independent learning, and promoting the ability to learn from peers rather than solely relying on the teacher. Additionally, these characteristics help children relate to peers of all ages, prevent slow learners from feeling excluded, teach acceptance of differences amongst classmates, and enhance communication and socialization skills at all levels.

According to MCSA 2012, if a child is brought up in an inadequate atmosphere, it will have severe consequences on the development of the child. The child will miss out on a favourable environment and will lack the ability to socialize and respect others. As a result, having a teacher present in the environment can help the children learn independently at their own pace while also maintaining a disciplined environment.

The third stage of embryonic

development involves the child's increasing awareness of social conventions and the needs and feelings of others (MSCA 2012). Additionally, movement is crucial for a developing child as they have an innate desire to explore, move around, and utilize their surroundings.

Proper development of a child requires meeting various needs including language development, independence, love and security, discipline, and order. Language development involves providing opportunities for the child to speak and listen to good spoken language. Independence means not doing things for the child that they can do themselves. Love and security require spending quality time with the child and offering constant reassurance of love. Discipline is crucial, enforcing consistent ground rules to teach respect. Fewer rules should be in place for young children but must be consistently maintained. Finally, an orderly environment is necessary as external order helps develop internal order essential for intellectual expansion.

The process of normalisation occurs when a child is placed in a favorable environment and provided with suitable activities that aid in their development and independence. The child's progress towards normalisation is evident through their engagement and conduct within this environment. Physical activity plays a crucial role in a child's development, with an additional focus on ensuring the activity is grounded to reality. The child's concentrated attention is key to their progress, thus the activity must be freely chosen by them, uninterrupted and done repeatedly to establish new behavioral habits. (MCSA 2012).

As kids get more familiar with their surroundings and settle in, they start to identify those around them and take an active role in the community. This feeling of unity and collaboration isn't something that is taught but rather attained through

their own initiatives. By contributing without any expectation of reward, children can enhance their language skills, intelligence, and adjust to their environment. The teacher supervises the classroom so that the youngsters can learn naturally. (Montessori 2007a)

As a child guide, the teacher helps students access classroom resources and must be impartial. The teacher will be present in the room, moving between students, telling stories, and providing group lessons. Few materials are used at this stage, as more time is spent establishing daily routines. Occasionally, the teacher may need to interfere with a student's activity to demonstrate acceptable behavior or usage of specific exercises.

(MCSA 2012). The child's needs and activity will naturally change as they adjust to the nursery. They will start by developing a daily routine and gradually become more proficient in using Montessori materials. As they improve, they may discover new things and their attitude toward their environment may shift. During this phase, the teacher will assist them until they feel confident enough to explore independently.

During this stage, it is essential for children to socialize and form friendships as they learn best from their peers rather than adults. The teacher's duty is to oversee the child's independence without making them feel guilty and instead encourage the change to boost their confidence. The objective of the teacher is to introduce new concepts while permitting exploration in the environment. As children grow in nursery, they develop various habits and tend to repeat an activity until completion once they realize their ability to concentrate. Disrupting a child's concentration can hamper their learning experience, so teachers should avoid doing so.

The normalisation process in a classroom allows the teacher to

shift their attention to new children, as previously introduced children are functioning seamlessly without much reliance on the teacher. Consequently, this reduces the influence of the teacher on these children. Additionally, when new children enter, they can easily learn habits and motivation from their peers rather than solely relying on adult guidance. It should be noted that children often learn more efficiently from each other than from adults in a classroom setting.

Children who enter the nursery are welcomed into a community without even realizing it. As they grow and develop, they begin to understand their culture's social norms and other people's emotions in what is called the social embryo stage. Acknowledging children's three essential needs, including movement for exploring and storing impressions, language development through listening and speaking, and independence to avoid stunting growth caused by over-reliance on adults preventing attachment issues or laziness. This understanding is critical in ensuring that those responsible for caring for children do not hinder their psychological growth. (Adapted from MCSA 2012)

The developing child requires love, security, reassurance, and discipline. The amount and quality of time spent with the child can be used to evaluate the provision of love. Consistent adherence to rules teaches children respect for others' rights, making discipline important. Furthermore, order in the environment aids children in adapting to their evolving needs. Failing to address these necessities may result in a lack of guidance in the child's development and cause numerous mental and physical ailments during adulthood (MCSA 2012).

Concluding our discussion on the evolution of the role of a teacher during a child's normalisation stage, we refer to several works including Montessori Centre International (2010) Philosophy

Module 1 in London by MCI, The Secret of Childhood published in 1966 by Montessori, The Absorbent Mind released in 2007 by Montessori-Pierson Publishing Company and The Discovery of the Child also authored by Montessori and published by the same company in 2007b. Additionally, we acknowledge Standing, E. as another prominent writer on the topic.

Plume published M. (1998) Maria Montessori's biography, capturing her life and work in New York.