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A 4 page research paper that discusses Maria Montessori's views on deviation in children, which differ markedly from the mainstream definition. Bibliography lists 4
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4 pages (~225 words per page)
File: KL9_khmontdev.rtf
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paths of development" (Hassebroek). Deviated children are "frustrated, bored, discouraged and angry," which are emotions expressed usually through "unreasonable behavior, changing moods, crying, impatience, mischievousness, disobedience and laziness" (Wentworth
14). Montessori did not locate the cause of such negative behavior within the child, but rather she identified this behavior as an effect of adults interfering with natural paths
of development or in not providing for the childs fundamental needs. When environments are inhospitable to the naturally unfolding of a childs development deviation results (McFarland 11). As this
suggests, Montessori perceives deviation principally in terms of unprepared environments. For example, many parents unthinkingly relegate a baby that can crawl to a playpen. The idea is to keep the
child safe, but it restricts the necessary "freedom of movement and purposeful activity" that is vital to a babys unfolding development (Hassebroek). Just as baby birds feel compelled to
learn to fly, ducks to swim, human babies feel the urge to move, to explore and learn. By being allowed to follow this instinct, children learn confidence and experience
joy, as they following the pathways of development, but when these pathways have obstacles that are insurmountable by children, they become frustrated, which can cause a "sickness of the soul"
(Montessori as cited by Hassebroek). For example, Montessori expresses in her writing the idea that the temper tantrums, which are considered to be a normal part of behavior for
young children, are a specific form of deviation. Deviated children have tantrums because they do not "respect or help their environment and peers," and "try to solve problems with
violence," as "they defy adults" (Dabare). Montessori feels that this behavior is due to a lack of stimuli, which causes a child to become demanding and develop possessiveness (Dabare). However,
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