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Learners engage with a series of classroom scenarios and choose how they would respond. Their choices reveal outcomes aligned with Montessori principles, allowing them to reflect on how these principles guide decision-making in real classroom moments.

Scenario 1: Elena is walking around the classroom, touching various materials but not settling into any particular work. She seems curious but unable to focus for long.

Observation & Awareness

1. What might this behavior indicate about Elena’s current developmental or emotional state?

2. How does this behavior align with what Dr. Montessori described as the unfocused or unsettled stage before normalization?

Montessori Principles

1. How does freedom within limits apply in this situation?
2. Which environmental or adult factors might support Elena in finding purposeful work?
3. How might the concept of horme (the child’s inner drive) be guiding Elena’s movement right now?

Adult Response
1. What should the adult do? observe, intervene, or redirect? Why?
2. How can a guide gently help Elena transition from wandering to purposeful engagement without imposing?
3. What role does trust in the child’s natural process play here?

Reflection & Application
1. How might the classroom environment be adjusted to better meet Elena’s needs for movement and concentration?

Scenario 2: Jai gets up from his work to go and interrupt his friend who is focusing on their work.

Observation & Awareness

1. What do you notice about Jai’s behavior in this moment?

2. What might be motivating Jai to interrupt his friend?

3. How might the environment be contributing to this situation?

Montessori Principles
1. Which Montessori principles are relevant here (respect for others’ work, freedom with responsibility, concentration)?
2. How does this scenario connect to the process of normalization?

Adult Response
1. How could a Montessori guide respond in a way that protects both children’s concentration?
2. What kind of redirection would support Jai’s independence and awareness, rather than impose control?
3. How can you model respect for work in this moment without shaming or drawing attention?

Environmental Reflection
1. What changes in the environment or routine might help prevent similar situations?
2. How could observation over time help you understand Jai’s developmental needs or interests?

Scenario 3: You observe a child who has been engaged with the same material : The Pink Tower for the past 25 minutes. After completing the work several times, the child dismantles it and starts again. Other materials are available, but the child remains focused on this one work.

Observation & Awareness

1. What do you notice about the child’s behavior and level of engagement?

2. How would you describe the atmosphere around the child? Calm, absorbed, distracted, joyful?

3. What signs of concentration or normalization do you see in this scenario?

Montessori Principles
1. What does repetition signify in the Montessori philosophy?
2. How does this repetition support the child’s development of will, order, and independence?
3. What does this tell us about the sensitive periods or inner needs of the child?

Adult Response
1. As a Montessori guide, how should you respond when you observe this type of repetition?
2. What might be the consequences if the adult interrupted the child’s repetition?

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Case Study: Comparing the normalization of children in traditional and Montessori kindergarten

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Case Study: Comparing the normalization of children in traditional and Montessori kindergarten

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The Article Compares Montessori vs traditional kindergarten; looks at how children in Montessori settings show more self-discipline, sociability, concentration, etc.

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Observing behaviors in children that reflect concentration, order, independence, and social harmony

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First Stage - The False Start (Disorder)

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First Stage - The False Start (Disorder)

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The child is new to the environment and has not yet developed concentration or self-control.

Behavior may appear restless, impulsive, or unfocused.

The child moves from one activity to another without completing tasks.

Adult’s role: Offer freedom within limits, model grace and courtesy, and gently guide the child toward purposeful work.

As Dr. Montessori explains, “the elements of their personality are in conflict with themselves.”

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Normalization is a core concept in Montessori education, describing the process by which children come to focus, self-discipline, and satisfaction through meaningful activity. Dr. Maria Montessori observed that when children are free to work in a prepared environment with purposeful activities, they naturally develop self-control and love of learning. This is referred to as 'normalization'- a child whose development is in accordance with the laws of nature. As educators we must be able to see a child who is not yet there, yet have the faith that one day through their work will reveal themselves.

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A short video explaining the stages and observable behaviors in the normalization process according to Montessori philosophy. Great for visual learners!

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What is Normalization? | Montessori Points of Interest

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After normalization, Montessori described the 'new child' as joyful, peaceful, self-motivated, and focused. This post outlines the key traits and how to recognize them in the classroom setting. Dr. Maria Montessori’s concept of the “New Child” refers to the transformed child who emerges through the process of normalization — a state of inner discipline, joy, and harmony achieved through purposeful work in a carefully prepared environment.

The following are the key characteristics of the “New Child”

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Honoring The Inner Teacher - What Is Normal?

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Deep Concentration

The child can focus intently on purposeful activity without external motivation or adult intervention.

Concentration brings calmness, satisfaction, and joy.

Love for Work

The child shows a genuine interest in meaningful activity rather than seeking entertainment or rewards.

Work becomes a source of pleasure and inner growth.

Self-Discipline and Independence

The child regulates their own behavior and choices without relying on constant adult direction.

They complete tasks, take care of their environment, and make thoughtful decisions.

Sense of Order

The child demonstrates respect for structure and routine, understanding that order supports independence and peace.

Materials are handled with care and returned to their proper place.

Attachment to reality

The child's mind constructs itself through contact with reality and not through fantasy.

The foundation of the actual world is first taken in through the senses and then movement and later by the logical reasoning mind and imagination.

Love of Silence (“The little hermit”)

A normalized child develops the ability to psychologically withdraw and engage in deep, concentrated work.

At other times, when their work is more outwardly focused, they naturally participate in spontaneous and harmonious group activities.

Joy and Inner Peace

The normalized child is calm, content, and confident.

There is a visible sense of satisfaction and emotional balance.

Empathy and Social Harmony

The child shows respect for others, helps peers, and contributes to the community.

Cooperation replaces competition.

Love for the Environment

The child develops a natural sense of responsibility for the classroom and the world around them.

They take initiative in caring for materials, plants, and animals.

Perseverance and Purpose

The child approaches challenges with determination and patience.

There is a growing ability to complete the full work cycle from beginning to end

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Maria Montessori emphasized that the environment must be carefully prepared to support normalization. This means it should be orderly, beautiful, accessible, and equipped with purposeful materials. A well-prepared environment allows children to engage deeply and independently in their learning.

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A printable checklist adults can use to evaluate and improve the prepared Montessori environment in support of normalization.

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Second Stage - The Awakening of Interest

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Second Stage - The Awakening of Interest

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The child begins to show interest in specific materials and experiences short bursts of concentration.

A sense of order starts to develop, and the child begins to follow routines.

The guide observes moments of calm, focus, and satisfaction after work.

Adult’s role: Protect these moments of concentration, avoid interruption, and continue providing an encouraging, consistent environment.

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The Work of the New Child (Normalization)

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The Work of the New Child (Normalization)

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The child now works with deep concentration, independence, and joy.

There is harmony between mind, body, and environment.

The child shows self-discipline, compassion, and intrinsic motivation.

Adult’s role: Maintain the prepared environment, observe unobtrusively, and nurture the child’s growing sense of responsibility and peace.

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A Peek Inside a Montessori Classroom (Updated Branding)

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The Article examines how teachers adapted Montessori principles in a classroom, evolving the environment/approach over time, while remaining faithful to original Montessori philosophy

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ERIC - ED470882 - Classroom Adaptation: A Case Study of a Montessori School., 2000-Nov

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Since the Montessori method was introduced in the United States, the original Montessori philosophy has evolved to incorporate many American adaptations. This paper explores how teachers in one Montessori school introduced new elements to the existing principles of Maria Montessori in their classrooms. The case study shows that these teachers have valid knowledge of the original Montessori philosophy, and that their cautiously implemented adaptations complied with the original principles of Montessori. (Contains 16 references.) (Author/HTH)

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Adult learners watch short of a Montessori classroom, then record their observations and discuss.

After viewing, ask learners to journal:

What signs of normalization do you notice?

Are the child's movements purposeful, graceful, and coordinated?

How does the physical repetition of the task contribute to inner calm and focus?

Do you notice in the child’s posture and body language as the work progresses?

“Work is the path to normalization” - Expand on this.

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Normalization in the Montessori environment

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Montessori for Neurodivergent Children By Heater White

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Montessori for Neurodivergent Children By Heater White

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Montessori for Neurodivergent Students by Heather White

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1. In what ways might a neurodivergent child’s path to normalization differ from that of a neurotypical child?

2. What behaviors that seem “wandering” might actually be signs of processing, self-regulation, or sensory seeking?

3. How can we distinguish between behaviors that need support versus behaviors that should be left as part of a child’s process?

4. What biases or assumptions might adults bring that could interrupt the normalization process for a neurodivergent child?

5. What environmental adaptations or adjustments might support deeper concentration for neurodivergent children (sensory cushions, alternate seating, adjustments during transition times)?

6. What scaffolding can we provide (visual schedules, timers, reminders) without undermining independence?

7. How can we design environments and practices that serve both neurotypical and neurodivergent children, rather than creating entirely separate systems?

8. How can you ensure the other students in the classroom are not affected by the changes being made in their environment?

9. Do you agree it builds compassion and empathy among peers when they work alongside neurodivergent peers?

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Examining Normalization in Practice - By Laura Shaw Flores

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Examining Normalization in Practice - By Laura Shaw Flores

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Normalization difference in traditional and Montessori Kindergarten

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Normalization difference in traditional and Montessori Kindergarten

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A child who is not yet there - Judi Orion (AMI Trainer)

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A child who is not yet there - Judi Orion (AMI Trainer)