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The goal of early childhood education should be to activate the child's own natural desire to learn.

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
Learn
Natural
Desire
Activate
Children
Childhood
Early
Education
Child
Goal

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No adult can bear a child’s burden or grow up in his stead.
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Joy is the evidence of inner growth.
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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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Nothing is created or destroyed in nature.
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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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The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
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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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The child has a mind able to absorb knowledge. He has the power to teach himself.
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In nature nothing creates itself and nothing destroys itself.
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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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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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Within the child lies the fate of the future.
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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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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 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.
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The adult ought never to mold the child after himself, but should leave him alone and work always from the deepest comprehension of the child himself.
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Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
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A teacher, therefore, who would think that he could prepare himself for his mission through study alone would be mistaken. The first thing required of a teacher is that he be rightly disposed for his task.
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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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The adult works to improve his environment while the child works to improve himself.
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