Montessori first used the term normalization (Montessori, 1966) to describe the observations that she saw in her classroom work with children in Italy in the 1960’s. The concept of normalization is recognised as a series of characteristics that define the point at which children concentrate with unbroken repetition and acquire self discipline for a task or activity that ultimately results in self-satisfaction. Montessori (1966) identified the child’s conversion to normalisation as a “psychic cure, a return to what is normal” (Montessori 1966, p148). At the same Montessori recognised that during the process of normalization certain characteristic traits disappeared. She recognised these traits as deviations that occur when the child “has not been able to actualise his “primitive plan” of development” (Montessori, 1966, p155). In other words these deviations may have been caused by an influencing adult or other external factor. These deviations were identified by Montessori as fugues and..
Montessori Philosophy † The First Plane of Development: Birth to Age 6 Most modern educational philosophy centers around the theory that growth development and learning occurs on a steady linear continuum from birth to early adulthood. Montessori philosophy on how humans learn differs in that she believed learning for children and youth occurred in waves. After years of observation, Montessori concluded there are four distinct planes of development that everyone must pass through on their way to adulthood: birth-6, 6-12, 12-18, and 18-24. In each of the planes she believed that children and youth are drawn to different skills and activities and if they are provided with the opportunities to explore and practice them, children can make extraordinary progress. The First Plane: Birth to age 6
The first six years of life are marked by tremendous physical and psychological growth, exploration and development. This is the period of infancy, an unconscious period of development....