Normalization. Montessori Glossary Community Project

Normalization

Scope note (definition)

Refers to a process in which a child, through activity and concentration, achieves a harmonious alignment of their mental and physical energies, propelling them along a healthy and natural path of development. This state is attained when obstacles are eliminated from the child's environment, granting them the freedom to immerse themselves in activities guided by their own interests and at their preferred pace. Normalization is achieved through a specific set of conditions, which involve a piece of work freely chosen by the child, done with the hands, with real objects, and accompanied by mental concentration. The essence of normalization lies in the consolidation of a child's energies, leading to the emergence of self-discipline, autonomy in selecting and engaging in activities, and the ability to transition from one activity to another. Analogous to a return to a state of well-being, normalization unveils the child's authentic nature. This vital process is fundamental to a child's healthy development and lays the groundwork for their continued learning and character formation.

Bibliographic note (Maria Montessori)

Montessori, M. (2007). The absorbent mind (pp. 181, 183, 185, 203). Montessori-Pierson Publishing Company. (Original work published 1949)

Montessori, M. (2007). The formation of man (p. 33). Montessori-Pierson Publishing Company. (Original work published 1955)

Montessori, M. (2016). The child, society and the world (pp. 14, 19, 42, 51, 69, 71, 79). Montessori-Pierson Publishing Company. (Original work published 1979)

Bibliographic note (Montessori Related)

Beck, L. (2018). The impact of choice on normalization and academic achievement. [Master’s thesis, University of Wisconsin–Madison.] MINDS@UW River Falls. http://digital.library.wisc.edu/1793/78800

Conklin-Moore, A. (2017). Theory into practice: Advancing normalization for the child under three. NAMTA Journal, 42(2), 63–96. https://archives.montessori-ami.org/do/fcb445a3-195a-472c-91d6-143da1e79561

Cuevas, E. J. (1997). Normalization. NAMTA Journal, 22(2), 103–106. Harder, E. (2015). Path to normalization: Finding and measuring the essentials of the Montessori method [Master’s thesis, University of Wisconsin–Madison]. MINDS@UW.

Hunter, P. V., Thorpe, L., Hounjet, C., & Hadjistavropoulos, T. (2020). Using normalization process theory to evaluate the implementation of Montessori-based volunteer visits within a Canadian long-term care home. The Gerontologist, 60(1), 182–192. https://doi.org/10.1093/geront/gny103

Kennedy, K., Snow, A., Mills, W., Mochel, A., Haigh, S., Bishop, T., Hartmann, C., & Hilgeman, M. (2024). Evaluating virtual Montessori dementia training using normalization process theory among VA nursing home staff. Innovation in Aging, 8(Supplement_1), 832–833. https://doi.org/10.1093/geroni/igae098.2697

Linebarger, L. (2016). Beneficial effects of practical life activities and normalization [Master’s thesis, St. Catherine University]. SOPHIA.

Mahan, K. (2018). The impact of grace and courtesy instruction and modeling on the normalization of a Montessori primary classroom [Master’s thesis, St. Catherine University]. SOPHIA.

Mroczkowski, J. (2014). Comparing the normalization of children in traditional and Montessori kindergarten [Master’s thesis, University of Wisconsin–Madison]. MINDS@UW.

Shaw, L. (2017). Exploration of normalization: A construct foundational to Montessori teacher evaluation [Doctoral dissertation, Johns Hopkins University]. http://jhir.library.jhu.edu/handle/1774.2/60872

Van Fleet, S. (2025). Cardinal virtues in practice: A mixed-method study grounded in virtue ethics and Montessori’s theory of normalization [Master’s thesis, University of Wisconsin–Madison]. MINDS@UW.

Bibliographic note (Modern Scientific Insights)

Csikszentmihalyi, M. (1997). Flow and education. NAMTA Journal, 22(2), 2–35. https://eric.ed.gov/?id=EJ547966

Csikszentmihalyi, M. (2014). Applications of flow in human development and education: The collected works of Mihaly Csikszentmihalyi. Springer. https://doi.org/10.1007/978-94-017-9094-9

Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89–105). Oxford University Press. https://doi.org/10.1093/oso/9780195135336.003.0007

Wang, X., Wang, C., Ye, P., & Tao , G. (2025). The Role of Intrinsic Motivation in Enhancing Deep Learning in Early Childhood Education: Intrinsic Motivation and Deep Learning in ECE. International Theory and Practice in Humanities and Social Sciences, 2(6), 274–290. https://doi.org/10.70693/itphss.v2i6.847