How achieve normalization outdoors
As written in The Normalized Child, Futrell (1998) concluded that a “normalized child is the image which Montessori teachers keep uppermost in their minds. This is what we are striving for, what we hope to achieve. However, this child will appear only if we conscientiously prepare ourselves and our classrooms…” (p. 3). The term “normalized” may be perceived as problematic in contemporary Montessori but in essence can be termed as “observable character traits that appear through the process of normalization are much more familiar to most: concentration, self-discipline, love of work and sociability” (Harder, 2015, p. 12). Shaefer Zener (2006, p. 1) also described normalization in terms of cycles of deep concentration. Montessori highly regarded concentration as the key to learning, and Montessori teachers want to foster concentration.
Achieving Normalization: American Montessori Society, (n.d.-a) described normalization as a “natural developmental process exhibited by a love of work or activity, concentration, self-discipline, and joy in accomplishment.” (para. 17) “Normalization begins with Practical Life” (Personette, 2010, para. 2). Teachers can begin outdoor learning experiences with Practical Life jobs like raking, sweeping, pruning, garbage picking, planting and watering. Children can develop a sense of pride and ownership within their outdoor learning space.
Further, van Dijk-Wesselius et al., (2020) shared teacher observations about how children react in nature, Teachers described joy, enthusiasm, fun, surprised with discoveries, children choosing different things to work with, fostering group work, and stimulating social cohesion and collaboration, fostering environmental awareness, tranquility and peace; a perfect picture of normalization. To promote normalization a blog post has been posted summarizing practical life exercises.
