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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.

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
Children
Importance
Years
Birth
Life
Development
Unequaled
Child
Precedes
Three
Follows
Firsts
Intensity
First
Period
Whole
Periods

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Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
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It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose, which it truly has.
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What the hand does the mind remembers.
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Only when the child is able to identify its own center with the center of the universe does education really begin.
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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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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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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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What is a scientist?... We give the name scientist to the type of man who has felt experiment to be a means guiding him to search out the deep truth of life, to lift a veil from its fascinating secrets, and who, in this pursuit, has felt arising within him a love for the mysteries of nature, so passionate as to annihilate the thought of himself.
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It is in the encounter of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child.
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If I am going up a ladder, and a dog begins to bite at my ankles, I can do one of two things - either turn round and kick out at the it, or simply go on up the ladder. I prefer to go up the ladder!
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Education must start from birth.
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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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Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.
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It is necessary, then, to give the child the possibility of developing according to the laws of his nature, so that he can become strong, and, having become strong, can do even more than we dared hope for him.
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A humankind abandoned in its earlier formative stage becomes its own greatest threat to survival.
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First the education of the senses, then the education of the intellect.
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Education should therefore include the two forms of work, manual and intellectual, for the same person, and thus make it understood by practical experience that these two kinds complete each other and are equally essential to a civilized existence.
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No social problem is as universal as the oppression of the child
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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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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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