As a parent who is new to Montessori, you may be slightly alarmed when you first hear the term ‘normalisation’. The term normalisation is often met with confusion and concern from parents. However, the good news is normalisation is actually very positive in the context of Montessori education. Indeed, Maria Montessori believed so heavily in the benefits of the process that she is quoted as saying: “Normalisation is the single most important result of our work.”
What is Normalisation?
In Montessori education, the term ‘normalisation’ doesn’t refer to your child being ‘typical’ or ‘average.’ Instead, the term is used to describe a unique process in child development, where children become contributing members of their community. The term normalisation originally comes from the field of anthropology, where it means becoming a contributing member of society. Overtime, the concept of normalisation has come to be synonymous with the Montessori philosophy of education.
Normalisation consists of a child’s ability to concentrate and work freely in the Montessori environment, using the Montessori materials to fully engage their interests, and exercising self-discipline and peace. This focused attention was previously thought to be impossible for children so young.
Montessori came across the normalisation process through her research. As a trained doctor, she was not primarily an educator, and did not set out to create an education system. Rather, she observed young children and allowed these observations to help her create materials which would naturally help children’s development.
By observing children using the sensorial materials she made, she noticed that when given an engaging and stimulating task, children could concentrate for extended periods of time. Also, the more they engaged in these activities, the calmer, happier and more self-disciplined they became.
The process in which a child organises their brain activity through concentration is normalisation. Essentially, normalisation occurs when development is proceeding normally.
What are the characteristics of normalisation?
As children continually engage in the Montessori work cycle, four characteristics emerge which show that normalisation is happening. There are four characteristics commonly associated with normalisation:
1. Love of work: The ability to choose work freely and find joy in work
2. Concentration: The ability to work continuously following a progressive interest
3. Self-discipline: The ability to focus energies and mental capacities in the pursuit of self-mastery
4. Sociability: The ability to help, respect and have sympathy for others
Doctor Maria Montessori cited normalisation as “The most important single result of our whole work.” (The Absorbent Mind, 1949.)
When Does Normalisation Appear?
The formation of normalisation happens through the repetition of a three-step cycle identified by Maria Montessori, which is referred to as the Montessori work cycle.
1. Preparation for work: Gathering the Montessori materials, and preparing the mind
2. Work: Focused concentration on the activity or material
3. Rest: Deriving satisfaction from completion of work
In all of this, it is important to note that joining a Montessori class does not mean your child will immediately begin this cycle of normalisation, or display similar tendencies. Each child develops at their own pace. Montessori educators note that it can take months of regular engagement in the prepared Montessori environment to see normalisation occur in children. As children learn to effectively complete the work cycle, they progress through the three stages of normalisation. Each stage builds on the one before it, as they slowly master the skills of concentration, love of work, self-discipline and sociability.
Stages of Normalisation
Normalisation unfolds in three distinct stages. Each stage reflects a child’s growing ability to concentrate, make choices, and take responsibility for their learning and behaviour. Understanding these stages helps educators and parents support children effectively as they progress from early exploration to deep engagement and self-motivated work.
Stage One
Children under the age of three, or new to the Montessori environment, are in the first stage of normalisation. Children in this stage of normalisation are invited to work with the introductory curriculum areas such as practical life. These activities show results of work quickly, and encourage children to develop a sense of pride and accomplishment in their work.
In the early stage of normalisation, children practice making simple choices. Educators encourage them to practice the skills of concentration and self-motivation. Children in the first stage of normalisation are not yet ready for the responsibility of full freedom within the Montessori environment.
Stage Two
In the second stage of normalisation, children gradually experience more freedom. They typically move quickly from one activity to another, selecting several activities during the work cycle.
Children in the second stage of normalisation seldom repeat an activity, and are not deeply engaged in the materials. This demonstrates that the child has not yet developed self-discipline or deep concretion. Children in this stage of normalisation benefit from frequent Montessori lessons, presentations, and instructions.
Stage Three
Children who reach the third stage of normalisation have typically attended a Montessori preschool three or more days per week, and are usually between five and six years of age. During this stage of development, children can focus intently on one activity, and then move onto the next activity without disturbing the work of others.
They require minimal supervision, as the children’s work is self-directed, and self-sufficient. As Doctor Maria Montessori states: “The children are working as if I do not exist.” The role of the teacher in the third stage of normalisation is to observe and guide children’s interests and activities to the next level.
Children who have achieved normalisation understand the ground rules of the Montessori classroom, and follow them. They know that doing so leads to peace and harmony in their environment.
They are patient, focused, and respectful of all things, living and non-living. These children have learned to exercise self-control and discipline, and engage in work because it fulfills their desire to achieve a greater understanding.
The Montessori environment is designed to lead children through the stages of normalisation at their own pace. Each child is unique, and there is no set timeframe to achieve normalisation.
Through the Montessori materials, interactions with their environment, and the guidance of their teachers, children will gradually acquire the skills and character traits of normalisation in their own time.