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Article
Theory into Practice: Advancing Normalization for the Child under Three
Available from: ERIC
Publication: NAMTA Journal, vol. 42, no. 2
Date: 2017
Pages: 63-96
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Alyssa Conklin-Moore discusses normalization in the child under three from several perspectives. She takes an extensive look at the child, including orienting parents to the Montessori environment, the child's entrance into the environment, addressing the sensitive periods, and fostering independence, contribution, and community. She reminds the guide of aspects to constantly keep in mind when considering the environment, including the outdoor environment. Importantly, she reminds the practitioner to constantly self-reflect. From start to finish, she offers practical tools that are deeply rooted in a strong Montessori philosophy. [This talk was presented at the NAMTA conference titled Finding the Hook: Montessori Strategies to Support Concentration, October 6-9, 2016, in Columbia, MD.]
Language: English
ISSN: 1522-9734
Article
Normalization
Publication: NAMTA Journal, vol. 22, no. 2
Date: 1997
Pages: 103-106
Classroom environments, Maria Montessori - Philosophy, Montessori method of education, Normalization, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Discusses cornerstone of Montessori theory, normalization, which asserts that if a child is placed in an optimum prepared environment where inner impulses match external opportunities, the undeviated self emerges, a being totally in harmony with its surroundings. Makes distinctions regarding normalization, normalized, and normality, indicating how normalization theory is at the root of inner discipline and self-realization. (EV)
Language: English
ISSN: 1522-9734
Article
Normalization
Publication: NAMTA Journal, vol. 15, no. 2
Date: 1990
Pages: 7–14
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Normalization and Normality Across the Planes of Development
Publication: NAMTA Journal, vol. 22, no. 2
Date: 1997
Pages: 122-136
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Clarifies the meanings of the terms "normalization" and "normality," broadens the discussion of normality beyond Montessori's first plane of development, and explores the unique conditions conducive to normality in the second and third planes. (EV)
Language: English
ISSN: 1522-9734
Article
Normalization Under Three
Publication: NAMTA Journal, vol. 34, no. 1
Date: 2009
Pages: 79–89
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Revisiting the Process of Normalization
Publication: NAMTA Journal, vol. 24, no. 1
Date: 1999
Pages: 87-105
Early childhood education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Rita Schaefer Zener - Writings
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Abstract/Notes: Defines normalization and deviations in child development. Discusses the three different levels in the normalization process. Asserts that guiding the process of normalization should drive the practice of Montessori education. Concludes that whenever there are brief episodes of normalization, the true nature of the child shows itself. (JS)
Language: English
ISSN: 1522-9734
Article
A New Word for Normalization?
Available from: ProQuest
Publication: Montessori Life, vol. 36, no. 1
Date: Spring 2024
Pages: 52
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Abstract/Notes: In late 2023, Dr. Laura Flores Shaw, assistant professor and interim director of the Doctor of Education program at the Johns Hopkins University School of Education, and Dr. Dana Baker, assistant professor of education at Fairleigh Dickinson University, presented an AMS Learning Live session entitled "Neurodiversity, Pathology, Cognition, and Normalization: A Critical Reflection." The session explored different views (paradigms) of neurodiversity and showed how these can affect educators' understanding and perceptions of normalization. The presenters asked session participants to critically examine their own views of normalization.
Language: English
ISSN: 1054-0040
Master's Thesis
Normalization and its Relation to Peace Education Using a Sampling of Montessori Preschools from Around the World
Available from: MINDS@UW River Falls
Montessori method of education, Montessori schools, Normalization, Peace education, Preschool children
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Abstract/Notes: Montessori education is known as peace education. Normalization is one of the most significant concepts within Montessori education and which herself identifies as the “most important result.” The purpose of this study is to find out when and how precisely this Montessori theory of Normalization occurs in deviated children between zero and six years old; to precisely identify the timing, steps, and circumstances of Normalization, and secondly to examine the possibility of the normalized state of children to lead to peace in society. A total of 48 online survey responses were received from around the world. Twenty-one of the participants completed the open-response sections of the survey, and the analysis was primarily conducted based on these total responses. Results from teachers showed that Normalization begins with children’s spontaneous choice of work and comes with a solid and certain length of concentration. After they finished the work, peacefulness appeared in each child. The children experience this Normalization repeatedly and it manifests either as permanently or semi-permanent. This study centers on Normalization as a potential powerful tool for social change since this state is directly linked to concomitant individual and community peacefulness which can certainly spill beyond the classroom walls into general society. Furthermore, this study identifies the importance of analyzing the permanence of the state of Normalization since knowing the conditions for and causes of this permanence is key to both replication in experiments and its potential as an effective means for long lasting social change.
Language: English
Published: River Falls, Wisconsin, 2022
Article
Yoga Classes in a Montessori Environment: Some Ideas, Some Tips, Some Thoughts About Normalization and Discipline
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 42–43
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Language: English
ISSN: 1054-0040
Doctoral Dissertation (Ph.D.)
An Analysis of Maria Montessori's Theory of Normalization in Light of Emerging Research in Self-Regulation
Available from: Oregon State University Libraries
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of selfregulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood.
Language: English
Published: Corvallis, Oregon, 2008