Normalization, the Hidden Driver; Pt 1

“Normalization” is a term used in the Montessori classroom to describe that state when children are able, by their own volition, to demonstrate focus, concentration, and independence.  They show that they have acquired this internal balance of freedom and discipline by initiating and choosing to do work within the norms of the environment.  And they do this at the earliest levels.

For me, as both parent and teacher, it is the most compelling part of Montessori pedagogy.  Up until the digital age, finding and acquiring knowledge was a key learning goal.  Now, the sheer volume of readily available knowledge is daunting – it’s the person who can assess and use that information who excels.  In other words, substantive knowledge is second to the ability to use it productively.  That is a Montessori specialty, honed by and within a normalized classroom that gives children a reliable process of curiosity, investigation and discovery from the earliest years. 

The opposite of the thoughtful approach many of you have taken, it was propinquity that led us to a Montessori preschool for our oldest child.  We thought it was a great experience for him but we had little understanding of what it all meant (our son was one of those children completely overcome by silliness at what was then-called Mommies and Daddies Night and barely got his mat unrolled – no didactic materials were demonstrated on that night!)   What we could not fail to be aware of, however, was how this first school experience helped him navigate being part of a group for the first time, find his words when teased by another child, learn the group skills needed to navigate both group and individual lessons, and complete a self generated work cycle – all invaluable lessons for what lay ahead.