A Quote by Leo Tolstoy
We live in this world like a child who enters a room where a clever person is speaking. The child did not hear the beginning of the speech, and he leaves before the end; and there are certain things which he hears but does not understand
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Because the child must have a valuable thing which is called imagination. The child must have a secret world in which live things that never were. It is necessary that she believe. She must start out believing in things not of this world. Then when the world becomes too ugly for living in, the child can reach back and live in her imagination.
The child must know that he is a miracle, that since the beginning of the world there hasn't been, and until the end of the world there will not be, another child like him.
You become responsible for a human being, and a lot of people talk about how they've never felt love like this before. You hear all these things before you have a child, and they're all kind of true. It's just dealing with the overwhelming responsibility of like I'm the protector of this child that affected me the most.
The roots of a child's ability to cope and thrive, regardless of circumstance, lie in that child's having had at least a small, safe place (an apartment? a room? a lap?) in which, in the companionship of a loving person, that child could discover that he or she was lovable and capable of loving in return. If a child finds this during the first years of life, he or she can grow up to be a competent, healthy person.
We are in the position of a little child entering a huge library, whose walls are covered to the ceiling with books in many different languages. The child knows that someone must have written those books. It does not know who or how. It does not understand the the languages in which they are written. The child notes a definite plan in the arrangement of the books, a mysterious order, which it does not comprehend but only dimly suspects.
When speaking to parents, I encourage them to take their child(ren) to a children's museum and watch carefully what the child does, how she/she does it, what he/she returns to, where there is definite growth. Teachers could do the same or could set up 'play areas' which provide 'nutrition' for different intelligences... and watch carefully what happens and what does not happen with each child.
The first six years of a child's life, it is like a tape recorder is on. Everything it sees, smells, touches, experiences in any way, whatever it hears, is being downloaded into the brain before the consciousness of the child is even made apparent.
When you have a child, your relationship with every child in the world changes. It's like you're in a club you didn't know existed before a child came into your life. I believe you should make the world more beautiful for all children in any way that you can.
Any statements from the parents may seem like criticism or judgment by the child or adolescent. It's very important that the child or adolescent does most of the talking and the parent asks questions curiously to understand the perspective of the child or adolescent.
A child's life is like a piece of paper on which every person leaves a mark.
To the former child migrants, who came to Australia from a home far away, led to believe this land would be a new beginning, when only to find it was not a beginning, but an end, an end of innocence - we apologise and we are sorry. To the mothers who lost the maternal right to love and care for their child - we apologise, and we are sorry.
By listening to certain words as a child listens to the sea in a seashell, a word dreamer hears the murmur of a world of dreams.
A teacher who cannot explain any abstract subject to a child does not himself thoroughly understand his subject; if he does not attempt to break down his knowledge to fit the child's mind, he does not understand teaching.
And what does it matter when light enters the room where a child sleeps and the waking mother, opening her eyes, wishes more than anything to be unwakened by what she cannot name?
When you say 'Bedtime, bedtime, bedtime!' that's not what the child hears. What the child hears is 'Lie down in the dark... for hours... and don't move... I'm locking the door now.'
In certain circumstances where he experiments in new types of conduct by cooperating with his equals, the child is already an adult. There is an adult in every child and a child in every adult. ... There exist in the child certain attitudes and beliefs which intellectual development will more and more tend to eliminate: there are others which will acquire more and more importance. The later are not derived from the former but are partly antagonistic to them.
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