A Quote by Maria Montessori

An adult who does not understand that a child needs to use his hands and does not recognize this as the first manifestation of an instinct for work can be an obstacle to the child's development
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.
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.
God's love does not distinguish between the infant in the mother's womb or the child or the youth or the adult or the older person. In each one God sees His image and likeness. Human life is a manifestation of God and His glory.
For success in training children the first condition is to become as a child oneself, but this means no assumed childishness, no condescending baby-talk that the child immediately sees through and deeply abhors. What it does mean is to be as entirely and simply taken up with the child as the child himself is absorbed by his life.
And what does every child believe every adult capable of doing? Of actually being able to bend the world to an inner desire, exactly what the child is busily practicing in his passionate play.
What is a normal child like? Does he just eat and grow and smile sweetly? No, that is not what he is like. The normal child, if he has confidence in mother and father, pulls out all the stops. In the course of time, he tries out his power to disrupt, to destroy, to frighten, to wear down, to waste, to wangle, and to appropriate . . . At the start he absolutely needs to live in a circle of love and strength (with consequent tolerance) if he is not to be too fearful of his own thoughts and of his imaginings to make progress in his emotional development.
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.
The child gets two confusing messages when a parent tells him which is the right fork to use, and then proceeds to use the wrong one. So does the child who listens to parents bicker and fuss, yet is told to be nice to his brothers and sisters.
There are clear differences between child and adult artistic activity. While the child may be aware that he is doing things differently from others, he does not fully appreciate the rules and conventions of symbolic realms; his adventurousness holds little significance. In contrast, the adult artist is fully cognizant of the norms embraced by others; his willingness, his compulsion, to reject convention is purchased, at the very least, with full knowledge of what he is doing and often at considerable psychic cost to himself.
A child is an eager observer and is particularly attracted by the actions of the adults and wants to imitate them. In this regard an adult can have a kind of mission. He can be an inspiration for the child's actions, a kind of open book wherein a child can learn how to direct his own movements. But an adult, if he is to afford proper guidance, must always be calm and act slowly so that the child who is watching him can clearly see his actions in all their particulars.
I enjoyed being in movies when I was a boy. As a child you're not acting - you believe. Ah, if an adult could only act as a child does with that insane, playing-at-toy- soldiers concentration!
Soothing touch, whether it be applied to a ruffled cat, a crying infant, or a frightened child, has a universally recognized power to ameliorate the signs of distress. How can it be that we overlook its usefulness on the jangled adult as well? What is it that leads us to assume that the stressed child merely needs “comforting,” while the stressed adult needs “medicine”?
But somewhere, a child surprises himself with his endurance, his quick mind, his dexterous hands. Somewhere a child accomplishes with ease that which usually takes great effort. And this child, who has been blind to his past, but his heart still beats for the thrill of the race, this child's soul awakens. And a new champion walks among us.
A sense of solitude is one of the most beautiful things that parents can give a child. It doesn't mean leaving the child alone, but it does mean creating safe spaces where the child can be with other people. It does mean directing their attention to God.
How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.
The clash between child and adult is never as stubborn as when the child within us confronts the adult in our child.
This site uses cookies to ensure you get the best experience. More info...
Got it!