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Watching a child makes it obvious that the development of his mind comes through his movements.

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
Watching
Development
Movement
Child
Comes
Makes
Children
Movements
Mind
Obvious

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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.
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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 land is where our roots are. The children must be taught to feel and live in harmony with the Earth.
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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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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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Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature.
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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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Social grace, inner discipline and joy. These are the birthright of the human being who has been allowed to develop essential human qualities.
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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.
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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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The greatest source of discouragement is the conviction that one is unable to do something
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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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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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Discipline must come through liberty.
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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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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.
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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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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.
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The child’s parents are not his makers but his guardians.
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