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The principal agent is the object itself and not the instruction given by the teacher. It is the child who uses the objects it is the child who is active, and not the teacher.

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
Object
Active
Epistemology
Objects
Pedagogy
Teaching
Agent
Teacher
Principal
Child
Instruction
Use
Uses
Given
Agents

More quotes by Maria Montessori

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My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will.
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Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.
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The child becomes a person through work.
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The hand is the prehensile organ of the mind.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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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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If children are allowed free development and given occupation to correspond with their unfolding minds their natural goodness will shine forth.
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No one who has ever done anything really great or successful has ever done it simply because he was attracted by what we call a 'reward' or by the fear of what we call a 'punishment.'
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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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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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Adults have not understood children or adolescents and they are, as a consequence, in continual conflict with them.
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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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Since it is through movement that the will realises itself, we should assist a child in his attempts to put his will into act.
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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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The observation of the way in which the children pass from the first disordered movements to those which are spontaneous and ordered -- this is the book of the teacher this is the book which must inspire her actions . . .
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Growth comes from activity, not from intellectual understanding.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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A child starts from nothing and advances alone. It is the child's reason about which the sensitive periods revolve. The reason provides the initial force and energy, and a child absorbs his first images to assist the reason and act on it.
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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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One test of the correctness of educational procedure is the happiness of the child.
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