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"Our children, even those who have already been writing for a year, always continue with the three preparatory exercises, which, just as they have provoked the written language, so also they later perfect it. And what do the children do? This is why the image of the graphic symbol is fixed in the mind much more quickly than when it is acquired through sight in the ordinary methods. Love flower rose toy multi-frequency trading. When a child's hands are dirty, we do not take him to the basin and wash his hands or hold his face while we do the washing. Then I saw a little child approach seriously from behind and help support the goat, in order that he might more easily get the grass. Perhaps he is staring at a flower, absorbing its image. "We must speak clearly to the child, give him the right words and repeat them often for him.
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There has been a hidden, important, and complex preparation of language before this expression becomes manifest. "It is verily upon the perfect and tranquil spiritual life of the child that depends the health or sickness of the soul, the strength or weakness of the character, the clearness or obscurity of the intellect. Female rose flower toy. "A second side of education at this age concerns the child's exploration of the moral field, discrimination between good and evil. A child does not have to know the reasons for sowing or reaping to have his interest aroused. "It is in this stage that 'vocation' and 'militancy' occur.
"The satisfaction which they find in their work has given them a grace and ease like that which comes from music. "The conjugation of verbs evokes a kind of philosophical analysis which helps towards understanding that the verb in a sentence represents the voice that speaks of action. "Once the child can speak, he can express himself and no longer depends on others to guess his needs. So the central interest came from the inner life of the child and that is why this phenomenon was so extraordinary. "In our plan for the education of little children we must create an attractive environment.
It is then that she can determine the ideas acquired by a child, if this is necessary, and provide him with words to describe the differences he has perceived. It is during this period that the personality of man is constructed. "Our teachers thus penetrate the secret of childhood, and have a knowledge far superior to that of the ordinary teacher who becomes acquainted only with the superficial facts of the children's lives. "Not in the service of any political or social creed should the teacher work, but in the service of the complete human being, able to exercise in freedom a self-disciplined will and judgement, unperverted by prejudice and undistorted by fear. "We must give him the means and encourage him. But why were they so interested? "Respect all the reasonable forms of activity in which the child engages and try to understand them. "The infant in arms has far greater mental energies than are usually imagined. It is presented only as an analysis of the written language, instead of what in fact it is, the faithful reproduction of the spoken language. But it is not the mother, but the child himself, who spontaneously does these things. "The educator must be as one inspired by a deep worship of life, and must, through this reverence, respect, while he observes with human interest, the development of the child exists only one real biological manifestation: the living individual; and toward single individuals, one by one observed, education must direct itself. "Every complex action comprises a series of distinct movements; one act follows the other. Each respects the work of the other.
"Is it through work alone that a child develops. I would suggest that instead we start from something concrete, which can really be studied and observed. Our tendency is to realise them. As all the cylinders in the set have the same height, the little knob is always easy to hold even if the cylinders were to be misplaced. "This means that it is not enough to set the child among objects in proportion to his size and strength; the adult who is to help him must have learned how to do so. "If this little child [the newborn] has a psychic life, his birth must be a very impressive experience, a very difficult experience. "It is through appropriate work and activities that the character of the child is transformed. Between the ages of three and five a child's vocabulary grows spontaneously from three hundred to three thousand or more words. 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. This instinct is then a fountain that bursts through the hard outer crust and rises, through a profound urge, to fall, as refreshing rain, on arid humanity. "All work is noble, the only ignoble thing is to live without working.
In order to develop his consciousness, then his intellect, and then his will, he must have exercises and experiences. For one thing, she must keep her imagination alive; for while, in the traditional schools, the teacher sees the immediate behaviour of her pupils, knowing that she must look after them and what she has to teach, the Montessori teacher is constantly looking for a child who is not yet there. "The child has always been the forgotten citizen. "The lesson must be presented in such a way that the personality of the teacher shall disappear. This is something we would never have thought of. "As soon as the child has acquired this form of independence [walking] he begins to carry heavy things and to do difficult things. Of all languages he can only learn his mother tongue well and without mental fatigue, because he acquires this language before he has intelligence. A teacher, after she has shown the sensorial stimuli to the children and taught them their use, should seek to withdraw herself from the environment to which they are exposed. "When the independent life of the child is not recognised with its own characteristics and its own ends, when the adult man interprets these characteristics and ends, which are different from his, as being errors in the child which he must make speed to correct, there arises between the strong and the weak a struggle which is fatal to mankind.
"It is a fact that anyone who lives with children, anyone who knows how to approach them with love, will always learn new things. "I have observed that the child, on condition that he is granted the freedom to work, learns, becomes cultured, absorbs knowledge and gains experiences that become embedded in his spirit. He is thus freed from the greatest of all dangers, that of making an adult responsible for his actions, of condemning his own conscience to a kind of idle slumber. For this reason, the second plane is a period of power and mental strength. All the marvellous phenomena that we witness in this area will only be understood if we admit that such a child is passing through a creative period of intense vital activity and is building up the language he must use as [an adult]. "We can see clearly what is necessary to give in order to help the child.
"The child does not grow in a uniform way day by day, at the same rate. "If you interfere impatiently and stop some absorbing occupation, you will destroy your child's concentration and perseverance – valuable lessons he is teaching himself –, he will be dissatisfied and filled with a sense of disappointment and restlessness, and may very likely find an outlet in deliberate mischief. It is an organised gradation. "We grown-ups are inclined to think that no one really works but ourselves. He must have absolute freedom of choice, and then he requires nothing but repeated experiences. If the produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on which economic life is based.
We could even give the exact time when each child started to write. But she will not be watching with the aim of making her presence felt, or of helping the weaker ones by her own strength. "In those mysterious places of the brain is a god, a sleeping self, who seems to be awakened by the music of the human voice, a divine call, setting fibres in vibration. "We have to look at the newborn to understand the secret of our life. "Nature conditions the child otherwise than the young of animals. "The word 'educate' has as many meanings as there are ideologies in the world and can be interpreted in many ways. It is the part of a wise and loving parent to stand by, to watch the little one's activities, to observe his growth rather than to try to force it. The difference between the first and the second is similar to that between the second and the third. He will leave all he is doing, no matter how important, in order to help. "He does it with his hands, by experience, first in play and then through work. Only then will it be possible to create a new world through education.
"They repeated the performance again and again without having any longer an external aim in doing so. During this time sensitivity to the social conditions of his group is constructed. When this happens, I believe mankind will have ceased to be a victim of circumstance. In the second she intervenes to enlighten a child who has already succeeded in distinguishing differences through his own spontaneous efforts. ".. would be all kinds of artistic occupations open to free choice both as to the time and the nature of the work.
"We say that we correct them for their own good, and a great deal of the time we honestly believe it. Here is the child as he should be: the worker who never tires, the calm child who seeks the maximum of effort, who tries to help the weak while knowing how to respect the independence of others, in reality, the true child. "An inner change has taken place, but nature is quite logical in arousing now in the child not only a hunger for knowledge and understanding, but a claim to mental independence, a desire to distinguish good from evil by his own powers, and to resent limitation by arbitrary authority. "We must be taught and we must be willing to accept guidance if we wish to become effective teachers. "Free activity makes children happy. Children from birth to six years have a power that we no longer have, for they are at the age of creation. The possibility of perception is more profound. The vibrating tongue tip is intended to stimulate and increase sensitivity. "Only after a child has begun to write on his own should a teacher intervene to guide his progress in writing. "Our schools are like a furnished house, a 'children's house'. The entire world today is based upon the adult, and we have a world that is terrible, that is hard, and which people say is unchangeable. In this case it was the discovery of the deeper nature of the child, for when the right conditions were established, the result was the spontaneous appearance of characteristics which revealed not a portion but the whole personality. "When the child has mastered equilibrium he needs to practice it through exercise, so that his sense of balance may be perfected.
Little children can do things that older ones are no longer capable of. This is an art which cannot be acquired without effort.
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