What is normal really? Is it usual? Expected? Considering morphology, is it "the norm"? As a teacher of an age group that makes it extremely difficult to find "normal" anywhere within the confines of my classroom, I find that there is no "normal" when I make an effort to tap into the uniqueness provided by each of my students.
What is ironic about this word, normal, is that at any given time in conversation, most people have a different idea of what it means. The word itself does not live up to its own name, in conversation.
Today's early years in schooling are being looked into with a much more dedicated eye. Just about anyone can explore and discover research that is showing that without solid and promising experiences at the beginning, children drift into a collection of years that seem more like a trial, less like growth; more like a nightmare, less like a dream of learning coming true. Is that normal?
So there we have it. There are expectations explained, guides outlined, and standards spelled out, and then there are realities presented. Children are different. In order to be innovative, teachers and caretakers of all varieties must not only recognize this but also use it. They must discard the word "normal" and adapt new ones that tickle the back of their mind throughout the entire day, words like "creative," "spirited," "enthusiastic," "intelligent," and "curious." What's normal to one child might be completely past the line of normalcy to another.
The following link,
http://www.ted.com/talks/faith_jegede_what_i_ve_learned_from_my_autistic_brothers#t-304803
presents a real-life example of someone who has discovered what it means to embrace the uniqueness of others and use those qualities to learn and grow. If today's teachers can make an effort to embrace this as well, the early years may not have to be years of struggle. Instead, they can be years of exposure and celebration.
