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

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Discipline must come through liberty.
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Of all things love is the most potent.
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What advice can we give to new mothers? Their children need to work at an interesting occupation: they should not be helped unnecessarily, nor interrupted, once they have begun to do something intelligent.
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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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It is not the child as a physical but as a psychic being that can provide a strong impetus to the betterment of mankind. It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.
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Preventing war is the work of politicians, establishing peace is the work of educationists.
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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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Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
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At birth, the child leaves a person - his mother's womb - and this makes him independent of her bodily functions. The baby is next endowed with an urge, or need, to face the out world and to absorb it. We might say that he is born with 'the psychology of world conquest.' By absorbing what he finds about him, he forms his own personality.
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The child’s parents are not his makers but his guardians.
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How often is the soul of man - especially in childhood - deprived because he is not allowed to come in contact with nature.
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No adult can bear a child’s burden or grow up in his stead.
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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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As soon as children find something that interests them they lose their instability and learn to concentrate.
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When we want to infuse new ideas, to modify or better the habits and customs of a people, to breathe new vigor into its national traits, we must use the children as our vehicle for little can be accomplished with adults.
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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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