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The first idea that the child must acquire, in order to be actively disciplined, is that of the difference between good and evil.
Maria Montessori
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Maria Montessori
Age: 81 †
Born: 1870
Born: August 31
Died: 1952
Died: May 6
Inventor
Lecturer
Mathematician
Pedagogue
Philosopher
Physician
Psychiatrist
Psychologist
Teacher
Maria Tecla Artemisia Montessori
Firsts
Acquire
First
Difference
Must
Differences
Children
Child
Good
Evil
Idea
Montessori
Order
Disciplined
Ideas
Actively
More quotes by Maria Montessori
The development of the child during the first three years after birth is unequaled in intensity and importance by any period that precedes or follows in the whole life of the child.
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There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life
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Never help a child with a task that they feel they can complete themselves.
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Education demands, then, only this: the utilization of the inner powers of the child for his own instruction.
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Little children, from the moment in which they are weaned, are making their way toward independence.
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Let us treat them [children], therefore, with all the kindness which we would wish to help to develop in them.
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The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
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There should be music in the child's environment, just as there does exist in the child's environment spoken speech. In the social environment the child should be considered and music should be provided.
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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.
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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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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.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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It is almost possible to say that there is a mathematical relationship between the beauty of his surroundings and the activity of the child he will make discoveries rather more voluntarily in a gracious setting than in an ugly one.
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Beauty lies in harmony, not in contrast and harmony is refinement therefore, there must be a fineness of the senses if we are to appreciate harmony.
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The child will reveal himself through work.
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The hand is the prehensile organ of the mind.
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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.
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An educational method that shall have liberty as its basis must intervene to help the child to a conquest of liberty. That is to say, his training must be such as shall help him to diminish as much as possible the social bonds which limit his activity.
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