Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
Never help a child with a task at which he feels he can succeed.
Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
We must help the child to act for himself, will for himself, think for himself; this is the art of those who aspire to serve the spirit.
The best instruction is that which uses the least words sufficient for the task.
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.
The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
As soon as children find something that interests them they lose their instability and learn to concentrate.
...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.
There is no description, no image in any book that is capable of replacing the sight of real trees, and all of the life to be found around them in a real forest.
Giving children the opportunity to stir up life and leave it free to discover.
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.
Imagination does not become great until human beings, given the courage and the strength, use it to create.
The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
Only through freedom and environmental experience is it practically possible for human development to occur.
What we need is a world full of miracles, like the miracle of seeing the young child seeking work and independence, and manifesting a wealth of enthusiasm and love.
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.
The child is truly a miraculous being, and this should be felt deeply by the educator.
The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.
The adult works to improve his environment while the child works to improve himself.
Watching a child makes it obvious that the development of his mind comes through his movements.
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.
The child should live in an environment of beauty.
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