The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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.
These words reveal the child’s inner needs; ‘Help me to do it alone’.
...we discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
Education should no longer be most imparting of knowledge, but must take a new path, seeking the release of human potentialities.
Never help a child with a task at which he feels he can succeed.
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.
Whoever touches the life of the child touches the most sensitive point of a whole which has roots in the most distant past and climbs toward the infinite future.
Growth comes from activity, not from intellectual understanding.
Children become like the things they love.
As soon as children find something that interests them they lose their instability and learn to concentrate.
We are the sowers - our children are those who reap. We labor so that future generations will be better and nobler than we are.
Joy is the evidence of inner growth.
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.
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.
He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man's intelligence.
The child is both a hope and a promise for mankind.
Children display a universal love of mathematics, which is par excellence the science of precision, order, and intelligence.
First the education of the senses, then the education of the intellect.
To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life.
One test of the correctness of educational procedure is the happiness of the child.
The child is truly a miraculous being, and this should be felt deeply by the educator.
The first aim of the prepared environment is, as far as it is possible, to render the growing child independent of the adult.
Education cannot be effective unless it helps a child to open up himself to life.
Teach by teaching, not by correcting
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