The terms "normalisation" and "normalised child" were introduced into early childhood scholarship by Maria Montessori, whose ideas regarding norm and deviation in children's development and behaviour have been discussed, debated and sometimes criticised, but remain magnetic and recognised worldwide. Contemporary Western society is witnessing a major expansion of early childhood services. This is an answer both to the increased need for non-familial care for children of working parents and to the perception that high-quality early childhood educational background will enhance children's life chances. As this provision expands, there is also increasing awareness of issues that early childhood workers have difficulty responding to, such as problems of some students' maladjustment, misconduct, or challenging behaviour. This essay argues that the approach towards normalisation advocated by Maria Montessori and further developed by Edwin Mortimer Standing, presented in a psychological science context, has much to offer in attempts to find a response to these issues. (Contains 2 tables.)