The goal of early childhood education should be to activate the child's own natural desire to learn.
Do not tell them how to do it. Show them how to do it and do not say a word. If you tell them, they will watch your lips move. If you show them, they will want to do it themselves.
The education of even a small child, therefore, does not aim at preparing him for school, but for life.
Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and when the grass of the meadows is wet with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath its shade; let them shout and laugh when the sun wakes them in the morning.
To assist a child we must provide him with an environment which will enable him to develop freely.
There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.
The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.
The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.
What the hand does the mind remembers.
We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.
Free the child's potential, and you will transform him into the world.
The essence of independence is to be able to do something for one’s self. Adults work to finish a task, but the child works in order to grow, and is working to create the adult, the person that is to be. Such experience is not just play... it is work he must do in order to grow up.
The greatest sign of success for a teacher...is to be able to say, "The children are now working as if I did not exist."
Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.
It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may always be ready to supply the desired help, but may never be the obstacle between the child and his experience.
Joy, feeling one’s own value, being appreciated and loved by others, feeling useful and capable of production are all factors of enormous value for the human soul.
Play is the work of the child.
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.
Peace is what every human being is craving for, and it can be brought about by humanity through the child.
Two things are necessary, the development of individuality and the participation of the individual in a truly social life.
The child is both a hope and a promise for mankind.
The child has a mind able to absorb knowledge. He has the power to teach himself.
A child is a discoverer. He is an amorphous, splendid being in search of his own proper form.
The child has a different relation to his environment from ours... the child absorbs it. The things he sees are not just remembered; they form part of his soul. He incarnates in himself all in the world about him that his eyes see and his ears hear.
First the education of the senses, then the education of the intellect.
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