Another mother put it this way: “My child just does not act the same now that he?s been in Montessori a while. He is usually happy, laughing, and running from one thing to another. In Montessori he looks interested, sometimes puzzled, and often completely absorbed. I think of normalization as a kind of satisfaction that he seems to take from what he calls hard work.?
In his book, Maria Montessori: Her Life and Work, E.M. Standing described the following characteristics of normalization in the child between the age of three and six:
- A love of order
- A love of work
- Profound spontaneous concentration
- Attachment to reality
- Love of silence and of working alone
- Sublimation of the possessive instinct
- Obedience
- Independence and initiative
- Spontaneous self-discipline
- Joy
- The power to act from real choice and not just from idle curiosity
Ours was a house for children, rather than a real school. We had prepared a place for children where a diffused culture could be assimilated, without any need for direct instruction…Yet these children learned to read and write before they were five, and no one had given them any lessons. At that time it seemed miraculous that children of four and a half should be able to write, and that they should have learned without the feeling of having been taught.
We puzzled over it for a long time. Only after repeated experiments did we conclude with certainty that all children are endowed with this capacity to ‘absorb’ culture. If this were true – we then argued – if culture can be acquired without effort, let us provide the children with other elements of culture. And then we saw them ‘absorb’ far more than reading and writing: botany, zoology, mathematics, geography, and all with the same ease, spontaneously and without getting tired.
And so we discovered that education is not something, which the teacher does, but that it is a natural process, which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher’s task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
My experiments, conducted in many different countries, have now been going on for forty years (ed. now ninety-two years), and as the children grew up parents kept asking me to extend my methods to the later ages. We then found that individual activity is the one factor that stimulates and produces development, and that this is not truer for the little ones of preschool age than it is for the junior, middle, and upper school children.” –Maria Montessori, The Absorbent Mind, 1947
Kay Futrell in her classic little book, The Normalized Child, describes Dr. Montessori?s amazement when the 60 frighten and ill disciplined inner city children of her first Children?s House began to respond to the new environment.
?What followed seemed incredible even to Dr. Montessori, for the deprived children blossomed under this freedom and the possibility of doing work suited to their needs. They revealed to her not only their enormous capacity for intellectual accomplishmentbut a strange character of sweetness and serenity. They displayed a truly uncorrupted spirit, scorning rewards and punishment, and finding their joy in the prodigious work which involved them. They came from these labors refreshed, as from a creative experience, and as they worked, they grew in inner discipline and peace.
The sight of these children who displayed the truly ‘normal’ characteristics of childhoodwas the force which motivated Montessori for the remainder of her life. This secret of childhood she pursued with all the vitality of the genius who found her ‘raison d’etre,’ and from her tireless observations and efforts, evolved her perception of the child?s psychic personality.
As she traveled from country to country, lecturing, training teachers, helping to establish school after school, this same phenomenon was observed wherever conditions promoting its growth were perfectly realized.
This normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope will achieve. However, this child will only appear only if we conscientiously prepare ourselves and our classrooms and if we can build on the proper preparation in the child?s home.?
Normalization is another word for what we call Montessori?s Joyful Scholars.
FAQs
At Casa Dei Bambini Montessori School, we wholeheartedly believe in these five guiding principles that underpin the Montessori philosophy: respect for the child, the absorbent mind, sensitive periods, the prepared environment, and auto education.
What is Maria Montessori's theory? ›
The Maria Montessori Theory is an educational approach that emphasises individualised instruction and self-paced learning. It is based on the belief that children are naturally curious and capable of learning independently.
Is Montessori good for ADHD? ›
In a Montessori classroom, children are encouraged to learn at their own pace, engaging in activities that align with their interests and current developmental stage. This approach promotes patience and caters to every child's unique learning style, including those with ADHD.
What is Maria Montessori's method of teaching? ›
Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process.
What are the 4 C's in Montessori? ›
These include: critical thinking, collaboration, creativity and communication; otherwise known as 'The Four C's. ' These skills can't be taught by teaching children to memorize and repeat. They must develop these skills through rich learning experiences that inspire them to master these skills over time.
What are the 4 pillars of Montessori? ›
The four pillars, such as sensitive periods, a prepared environment, sensory education, and spontaneous activity through repetition, which play a significant part in teaching guidelines, were explained in the guidelines that were described by (Catherine et al., 2020) .
What are the three most important principles of Montessori education? ›
- The Three Montessori Principles.
- Observation.
- Individual Liberty.
- Preparation of the Environment.
- Combining the Principles.
Montessori teachers set up their classroom to promote safe, independent exploration and learning, often through hands-on activities and lessons. Learning in a space that encourages their natural curiosity, children will feel the freedom to explore and learn about the world around them.
What is the basic philosophy of Montessori? ›
Montessori is an education for independence. It provides children with the environment, materials, and guidance to learn to do and think for themselves. It views children as born learners who are capable and willing to teach themselves when provided with the right stimulus.
Does Montessori have a downside? ›
Limited Focus on Assessment: Montessori education places less emphasis on traditional forms of assessment such as grades and exams. While this aligns with the philosophy of individualised learning, it can be a disadvantage for parents and educators who value more conventional methods of evaluating a child's progress.
Montessori education sparks curiosity in children by allowing them to explore and discover the world around them in a hands-on, experiential way. Naturally curious children who desire to learn will thrive in a Montessori environment. Montessori education also emphasizes collaboration and social skills.
What age is Montessori most effective? ›
It's easier to start Montessori young and transfer to another school when the time comes than to transfer into Montessori as an older child. Because 90% of a child's brain development happens before age 6, many parents want to start Montessori before age 6 for maximum benefit.
Why are Montessori schools expensive? ›
There are a few reasons why Montessori schools are more expensive: Montessori schools use high quality materials. The materials last many years, but an investment is required to ensure the materials can hold up to everyday wear and tear by eager children.
What does a Montessori classroom look like? ›
In a Montessori Elementary classroom, students work individually or in small groups, at tables or on mats on the floor. Natural lighting, soft colors, and uncluttered spaces set the stage for activity that is focused and calm.
Does Montessori really make a difference? ›
Analysing their progress at age five, Lillard found that the children who went to the Montessori school tended to have better literacy, numeracy, executive function and social skills, compared to those who had attended the other schools.
What are the 5 categories of Montessori? ›
The Montessori Curriculum offers children five key areas of study: Practical Life, Sensorial, Mathematics, Language, and Culture. Each learning area is made up of a set of Montessori materials that each teach one key knowledge area or skill.
What are the five main components of the Montessori method? ›
Five core components guide the Montessori curriculum embedded within this unique learning method.
- Individualized Work. At the heart of Montessori education is individualized work. ...
- Freedom to Learn at Your Own Pace. ...
- Sensory Exploration. ...
- Self-Directed Study. ...
- Nurturing a Peaceful Environment.
The Montessori method is an educational approach where children are guided through self-directed and self-motivated learning, activities, and play to aid in their growth in the four developmental domains of early childhood education—cognitive, language, social-emotional, and physical.
What are the six components of Montessori? ›
The Six Principles of the Montessori Prepared Environment...
- Freedom. ...
- Structure and Order. ...
- Beauty. ...
- Nature and Reality. ...
- Social Environment. ...
- Intellectual Environment.
