Normalization is a term used by Dr. Maria Montessori to describe the observations she made about children and their spontaneous behaviour. 

Normalization suggests that the children have either overcome various obstacles that is in their path of development, or that the children had been raised in a well-prepared environment by informed adults. 

Normalization is a kind of behaviour where the child’s true character shows itself.  This true character can only show itself in a suitably prepared environment where adults are conscious and sensitive to the child’s needs.    Montessori observed, understood and defined the true character of the child through her many years of observation.  The “true character” of the child was not based on the expectations of the adult in the environment but instead Dr. Montessori took as her point of reference, the child.  (Training)

In other words, normalization is the transformation of a child’s inner structure (his disordered and undisciplined mind), through concentration on purposeful work, to an organized and peaceful mind.

Unfortunately not all parents are well informed, (there are no manuals for raising children!!) and not all adults are aware of Dr. Montessori’s views on allowing the child to develop and show their own true characters, therefore quite a number of children entering our schools are not in touch with their true characters.  We as Montessori Directresses then have to help the child to find his true self and get rid of any deviations that may be present in the child. 

This process of normalisation can sometimes be a long one, but how do we help the child to get rid of deviations and become normalized?  “The process of normalization is always the same.  Into the ordered, tranquil and harmonious atmosphere of the Montessori class enters the deviated child.  Is does not matter what his particular form of deviation may be.  In some way or other, however, he is a disordered being - … he is out of harmony; his movements undisciplined, his mind without focus. ” (Standing, 1998)  He is in total conflict with himself, is not aware of the amazing possibilities he has and will often disturb his friends.  He won’t be able to concentrate on anything and will possibly be walking around a lot, not doing much.  The Directress needs to treat the child with firmness, love and respect and introduce the exercises continuously to him/her.  She needs to guide and direct the child and give him/her freedom within boundaries.  This freedom of choice will make the child feel pleased and respected.  After a while, without any warning, the child will make spontaneous choices, and show spontaneous concentration.  This is where the child’s ‘turn-around’ will start… he is on his way towards normalization! 

When the child concentrates spontaneously, changes within the child starts to take place.  The characteristics of the deviated child (which we will discuss in length in the next lecture) will start to disappear and the characteristics of normalisation will start to appear.  The only way for the child to become normalized is through concentration on purposeful work, through an effort of “the hand guided by the mind”! 

“Our schools… may be compared in the first place to sanatoria; for the first thing that happens in them is that the children are restored to mental health.” (Bulletin 14, October 1955)

Maria Montessori did not say that the hand is the instrument of the mind for nothing…  The mind and the body cannot work in isolation, they work together.  Everything the body does have an impact on the mind.  Especially with the child between the ages of 3 and 6, movement done in purposeful activity has a huge influence on the development of the mind.  Through repetitive movements the children learn to concentrate and this aids the normalization process.  It is therefore a concentrated effort on purposeful activity.

What are the characteristics then of normalized children?

v Love of order – the child is very sensitive towards order within the environment, as this helps the child to order himself and his mind.  Children will find order all around them and it is therefore very important that we respect the child and provide a well-ordered environment for him. 

v Love of work – the child thoroughly enjoys choosing his exercises and things to do throughout the day.  Giving him the choice also gives him the feeling of being respected, which in turn gives him the desire to want to choose his tasks and perform them well.  He also expresses himself to a certain extend with these activities.

v Spontaneous concentration – by choosing his tasks, the child will concentrate on doing them properly and learning everything possible from them.  While the child concentrates, he is busy ‘growing’ and his intelligence is constructed through the outside world.  A normalized child will often choose a number of tasks during the day, experiencing joy in doing them.

v Attachment to reality – the child’s mind is constructed through reality, and he finds the foundation in the outside world.  For the child to properly function and grow his intellect should be subject to the discipline of external reality.  Therefore a normalized child will not live in a fantasy world filled with make-believe characters or situations.

v Love of silence – children love occasional silence.  During this time the child will be consolidating his thoughts and “order his mind” so to speak. 

v Joy – this is the crowning characteristic of the normalized child.  It is something you can see in the children’s faces and eyes and is a deep and mysterious emotion.  It is very difficult do describe, but very easy to see!

v Obedience – normalized children wants to be obedient, because it involves the joyful exercise of the will. 

v Power to act from real choice, not curiosity – these children are motivated in their actions by real choice and not just curiosity.  They are familiar with the exercises and situations they are choosing, therefore it is not merely for exploration.

v No more possessive instinct – to have everything for themselves is no longer the child’s main aim.  They willingly share materials at school, and take turns so that everyone may work with it.  Normally an intense interest in something will make the child want or possess it.  Now the mere knowledge of the materials interests the child.

v Spontaneous self-discipline – the normalized child shows amazing (self) discipline.  This discipline is so complete that the directress does not have to be there all the time.

v Independence – the aim of the Montessori system is to lead the child towards independence.  We therefore encourage the child to gain as much independence as possible in each developmental phase.

“They (the characteristics of normalized children)can be produced as certainly as you can produce good apples by preparing the right environmental conditions and removing obstacles to growth. ”

Something that we always have to remember is that the hand and the mind are connected.  Therefore when the children repeat movements, they concentrate on them which helps the normalization process.

In conclusion, we can therefore say that normalization can only occur through concentration on purposeful work, a concentrated effort of the hand, guided by the mind.