The child, making use of all that he finds around him, shapes himself for the future.
As soon as children find something that interests them they lose their instability and learn to concentrate.
Education cannot be effective unless it helps a child to open up himself to life.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
We must support as much as possible the child's desires for activity; not wait on him, but educate him to be independent.
To teach details is to bring confusion; to establish the relationship between things is to bring knowledge.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Children have an anxious concern for living beings, and the satisfaction of this instinct fills them with delight. It is therefore easy to interest them in taking care of plants and especially of animals. Nothing awakens foresight in a small child such as this. When he knows that animals have need of him, that little plants will dry up if he does not water them, he binds together with a new thread of love today's passing moments with those of the morrow.
A child's work is to create the person she/he will become.
There must be provision for the child to have contact with nature; to understand and appreciate the order, the harmony and the beauty in nature.
A child needs freedom within limits.
Imagination does not become great until human beings, given the courage and the strength, use it to create.
If we really want children to grow into independent and resourceful adults, we should stop pouring their milk as soon as they have learned to pour it themselves and stop fastening their buttons as soon as they can fasten them without help.
These words reveal the child’s inner needs; ‘Help me to do it alone’.
Respect all the reasonable forms of activity in which the child engages and try to understand them.
Within the child lies the fate of the future.
Watching a child makes it obvious that the development of his mind comes through his movements.
The adult works to improve his environment while the child works to improve himself.
At a given moment a child becomes interested in a piece of work, showing it by the expression of his face, by his intense attention, by his perseverance in the same exercise. That child has set foot upon the road leading to discipline.
A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
This is the treasure we need today - helping the child become independent of us and make his way by himself, receiving in return his gifts of hope and light.
Children become like the things they love.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
Giving children the opportunity to stir up life and leave it free to discover.
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