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Especially at the beginning of life must we, therefore, make the environment as interesting and attractive as we can. The child, as we have seen, passes through successive phases of development and in each of these his surroundings have an important — though different — part to play. In none have they more importance than immediately after birth.
This is the whole of our mission. He has the power to teach himself. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities. Children become like the things they love. The things he sees are not just remembered; they form part of his soul.
Here are some other inspiring quotes you might like. Rabbinic literature abounds in statements praising the practice of hospitality on behalf of travelers and indigents. By addressing requests quickly, a hotel will have fewer complaints. Kennedy Time is the most valuable thing a man can spend. Customise the format of the numbering system.
He incarnates in himself all in the world about him that his eyes see and his ears hear. He does it in virtue of an unconscious power that exists in childhood…. This has a truly educational, not utilitarian purpose. It must initiate them into those kinds of activities which they can perform themselves and which keep them from being a burden to others because of their inabilities.
We must help them to learn how to walk without assistance, to run, to go up and down stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs in a way that is clearly understood, and to attempt to satisfy their desires through their own efforts. All this is part of an education for independence. These children seem to be precocious in their intellectual development and they demonstrate that while working harder than other children they do so without tiring themselves.
He does it by means of a continuous activity. How does he become free? By means of constant effort. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences. Normalisation has been achieved. The little child who persists in his exercises, concentrated and absorbed, is obviously elaborating the constant man, the man of character, he who will find in himself all human values, crowning that unique fundamental manifestation: persistence in work.
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Whatever task the child may choose it will be all the same, provided he persists in it. For what is valuable is not the work itself, but the work as a means for the construction of the psychic man. We have to help the child to act, will and think for himself. This is the art of serving the spirit, an art which can be practised to perfection only when working among children.
Independence — Montessori Word Art Freebie. It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded. Montessori Kindness Word Art Freebie. The instructions of the teacher consist then merely in a hint, a touch—enough to give a start to the child. The rest develops of itself. Thousands and thousands of experiences among children of every race enable us to state that this phenomenon is the most certain datum verified in psychology or education. Man builds himself through working.
Nothing can take the place of work, neither physical well-being nor affection, and, on the other hand, deviations cannot be corrected by either punishment or example.
Man builds himself through working, working with his hands, but using his hands as the instruments of his ego, the organ of his individual mind and will, which shapes its own existence face to face with its environment. She must first love and understand the universe. She must prepare herself, and truly work at it.
Sometimes both parents and educators think of the Montessori method as more structured than Maria Montessori probably intended.