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

— Maria Montessori

The most captivate Maria Montessori quotes that will be huge advantage for your personal development

To assist a child we must provide him with an environment which will enable him to develop freely.

1158

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.

1117

The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope that humanity can develop in a new direction.

1071
Maria Montessori quote Never help a child with a task at which

Never help a child with a task at which he feels he can succeed.

29

Peace is what every human being is craving for, and it can be brought about by humanity through the child.

1042

We shall walk together on this path of life, for all things are part of the universe and are connected with each other to form one whole unity.

1009

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Quotes about Children

Free the child's potential, and you will transform him into the world.

940

Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.

770

The senses, being the explorers of the world, open the way to knowledge.

724

What the hand does the mind remembers.

620

Any child who is self-sufficient, who can tie his shoes, dress or undress himself, reflects in his joy and sense of achievement the image of human dignity which is derived from a sense of independence.

444

The first essential for the child’s development is concentration.

The child who concentrates is immensely happy.

343

Play is the work of the child.

340

About Maria Montessori

Quotes 374 sayings
Nationality Italian
Profession Educator
Birthday October 16

The child is truly a miraculous being, and this should be felt deeply by the educator.

332

Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.

327

Education cannot be effective unless it helps a child to open up himself to life.

306

One test of the correctness of educational procedure is the happiness of the child.

266

The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.

251

Growth comes from activity, not from intellectual understanding.

224

The land is where our roots are. The children must be taught to feel and live in harmony with the Earth.

211

Never help a child with a task at which he feels he can succeed.

182

The secret of good teaching is to regard the child's intelligence as a fertile field in which seeds may be sown, to grow under the heat of flaming imagination.

178

The child is both a hope and a promise for mankind.

146

Joy is the evidence of inner growth.

145

There is a great sense of community within the Montessori classroom, where children of differing ages work together in an atmosphere of cooperation rather than competitiveness. There is respect for the environment and for the individuals within it, which comes through experience of freedom within the community.

129

Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.

119

Education today, in this particular social period, is assuming truly unlimited importance. And the increased emphasis on its practical value can be summed up in one sentence: education is the best weapon for peace.

109

Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged to be serious about two fundamental things ... the first is the love of activity... The second fundamental thing is independence.

102

There is in every child a painstaking teacher, so skilful that he obtains identical results in all children in all parts of the world. The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!

84

Of all things love is the most potent.

82

It is not enough for the teacher to love the child.

She must first love and understand the universe. She must prepare herself, and truly work at it.

80

Respect all the reasonable forms of activity in which the child engages and try to understand them.

72

The first duty of the educator, whether he is involved with the newborn infant or the older child, is to recognize the human personality of the young being and respect it.

69

Every great cause is born from repeated failures and from imperfect achievements.

69

Imagination does not become great until human beings, given the courage and the strength, use it to create.

65

The exercises of practical life are formative activities, a work of adaptation to the environment. Such adaptation to the environment and efficient functioning therein is the very essence of a useful education.

53

Preventing war is the work of politicians, establishing peace is the work of educationists.

48

There must be provision for the child to have contact with nature;

to understand and appreciate the order, the harmony and the beauty in nature.

48

The unknown energy that can help humanity is that which lies hidden in the child.

45

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.

45

Establishing lasting peace is the work of education; all politics can do is keep us out of war.

45

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.

42

Character formation cannot be taught. It comes from experience and not from explanation.

42

There is in the child a special kind of sensitivity which leads him to absorb everything about him, and it is this work of observing and absorbing that alone enables him to adapt himself to life

38

Social grace, inner discipline and joy.

These are the birthright of the human being who has been allowed to develop essential human qualities.

38

The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity.

36

The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.

36

The child is an enigma… He has the highest potentialities, but we do not know what he will be.

34

No social problem is as universal as the oppression of the child

32

Within the child lies the fate of the future.

32
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