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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.

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
Cannot
Toward
Punishments
Children
Certainly
Incentives
Therefore
Unnatural
Development
Prize
Effort
Forced
Child
Connection
Natural
Punishment
Speak
Connections

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The adult works to improve his environment while the child works to improve himself.
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He who is served is limited in his independence.
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Never help a child with a task at which he feels he can succeed.
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It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.
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Growth and psychic development are therefore guided by: the absorbent mind, the nebulae and the sensitive periods, with their respective mechanisms. It is these that are hereditary and characteristic of the human species. But the promise they hold can only be fulfilled through the experience of free activity conducted in the environment.
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The senses, being the explorers of the world, open the way to knowledge.
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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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It follows that at the beginning of his life the individual can accomplish wonders without effort and quite unconsciously.
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Children must grow not only in the body but in the spirit, and the mother longs to follow the mysterious spiritual journey of the beloved one who to-morrow will be the intelligent, divine creation, man.
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The goal of early childhood education should be to activate the child's own natural desire to learn.
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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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Every great cause is born from repeated failures and from imperfect achievements.
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Education, as conceived today, is something separated both from biological and social life.
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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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To assist a child we must provide him with an environment which will enable him to develop freely.
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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.
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When children come into contact with nature, they reveal their strength.
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Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
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