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When dealing with children there is greater need for observing than of probing

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
Need
Children
Needs
Montessori
Probing
Observing
Dealing
Greater

More quotes by Maria Montessori

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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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Nothing is created or destroyed in nature.
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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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The instructions of the teacher consist then merely in a hint, a touch-enough to give a start to the child. The rest develops of itself.
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The ‘absorbent mind’ welcomes everything, puts its hope in everything, accepts poverty equally with wealth, adopts any religion and the prejudices and habits of its countrymen, incarnating all in itself. This is the child!
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Every great cause is born from repeated failures and from imperfect achievements.
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A new education from birth onwards must be built up. Education must be reconstructed and based on the law of nature and not on the preconceived notions and prejudices of adult society.
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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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The environment itself will teach the child, if every error he makes is manifest to him, without the intervention of a parent of teacher, who should remain a quiet observer of all that happens.
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Environment is undoubtedly a secondary factor in the phenomena of life it can modify in that it can help or hinder, but it can never create.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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The hands are the instruments of man’s intelligence.
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We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
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There are many who hold, as I do, that the most important part of life is not the age of university studies, but the first one, the period from birth to the age of six. For that is the time when a man's intelligence itself, his greatest implement, is being formed. But not only his intelligence the full totality of his psychic powers.
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Solicitous care for living things affords satisfaction to one of the most lively instincts of the child's mind. Nothing is better calculated than this to awaken an attitude of foresight.
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The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.
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The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.
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In nature nothing creates itself and nothing destroys itself.
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