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La mente del bambino. Mente assorbente
In response to the crisis in American education, more than five thousand public and private schools across the nation have adopted the timeless Montessori Method of teaching, of which this book is the cornerstone. Written by the woman whose name is synonymous worldwide with child development theory, The Absorbent Mind takes its title from the phrase that the inspired Italian doctor coined to characterize the child's most crucial developmental stage: the first six years.A new foreword by John Chattin-McNichols, Ph.D., President of the American Montessori Society, places this classic book in a contemporary context, offering an intelligent discussion of current thinking in child education.
348 pages, Paperback
First published January 1, 1949
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About the author
Maria Montessori
573 books704 followersMaria Montessori was an Italian physician, educator, philosopher, humanitarian and devout Catholic; she is best known for her philosophy and the Montessori method of education of children from birth to adolescence. Her educational method is in use today in a number of public as well as private schools throughout the world.
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Displaying 1 - 30 of 221 reviews
March 16, 2009
Excellent book. Maria Montessori's insight and genius astounds me to no end. This is my second favorite of the books I've read of hers (for adult readers) so far, after "The Secret of Childhood." I do not feel up to writing much of a review beyond that, however, so I will jump straight to my favorite quotes, which hopefully will speak for the book more than well enough themselves:
“...the child becomes a great walker and has the need to go for very long walks. Usually, we either carry him or put him in a gocart. According to us, he cannot walk so we provide him with transport: he cannot work so we work for him. At the very moment of his entry into life, we give him an inferiority complex.” (p. 157)
“In all those who have done something of fundamental importance, you will find there has always been a strenuous period in their lives which proceeded the doing of this actual piece of work. It was not necessarily work of the same kind, but there must have been an intense effort made along some line or other, and this acted as a spiritual preparation, provided it was able to exhaust itself fully. The cycle must have been completed. So, whatever intelligent activity we chance to witness in a child- even if it seems absurd to us, or contrary to our wishes (provided, of course, that it does him no harm)- we must not interfere; for the child always must be able to finish the cycle of activity on which his heart is set.” (p. 160)
“The child has his own laws of development, and if we want to help him grow, it is a question of following these, not of imposing ourselves upon him.” (p. 162)
“Suppose a missionary were to... preach to children... He might say ‘Avoid meat. It can be the occasion of sin.’ The children would reply, ‘That is alright. We don’t like meat.’ Or, he might turn to some others and say: ‘You will catch cold in those clothes. Wear something warmer.’ To which the answer would be: ‘The cold doesn’t bother us. We are quite warm enough.’ It is plain that [such teachers:] tend to lower the children’s level, instead of bringing them nearer to the center of perfection [referring to a previously made analogy:]... The education of today... supplies men with crutches when they could run on swift feet. It is an education based on man’s lower powers, not on his higher ones. And it is man’s own fault if the majority of human beings are inferior, for the formation of their characters during the constructive period has been prevented.” (p. 214)
“I was often asked, ‘But how do you make these tinies behave so well? How do you teach them such discipline?’ It was not I. It was the environment we had prepared so carefully, and the freedom they found in it.” (p. 224) ****This is at the heart and center of Montessori education!*****
“A mother of six finds them easy to manage. But when there are twins, or if other children are brought in of the same age, things become harder, since it is very tiring to cope with children who are all wanting the same thing at the same time. The mother with six children of different ages is far better off than the mother with one. ‘Only children’ are always difficult, not so much because of spoiling, as because they suffer more from lack of company. Parents often have more trouble with the first born than they do with later children. They put this down to their own inexperience, but actually it is because the later children have companionship.” (p. 225)
“The power to make progress comes in large measure from having freedom and an assured path along which to go; but [referring to the control of error present in the classroom materials:] to this must also be added some way of knowing if, and when, we have left the path. If this principle be realized, both in school and in daily life, then it does not matter whether teachers and mothers are perfect or not. Errors made by adults have a certain interest, and children sympathize with them, but in a wholly detached way. It becomes for them one of the natural aspects of life, and the fact that we can all make mistakes stirs a deep feeling of affection in their hearts; it is one more reason for the union between mother and child. Mistakes bring us closer and make us better friends. Fraternity is born more easily on the road of error than on that of perfection. A ‘perfect person’ is unable to change. If two ‘perfect people’ are put together they invariably quarrel, because neither can comprehend the other nor tolerate any differences.” (p. 248)
“the human spirit... is a building which constructs itself in secrecy. So its builder can be neither the mother nor the teacher. Nor are they even the architects. All they can do is to help the work of creation which is going on in their presence. To help: this must be their task and their aim. Yet they still have the power to break the will and can destroy it by tyranny.” (p. 254)
“I forget which of the educators it was who enunciated this maxim: All the virtues of childhood can be summed up in a single virtue, obedience. This made the lot of the teacher an easy and even proud one. He was able to argue: ‘This person before me is empty and distorted. I will straighten him and change him into one like myself.’ And in this way he attributed to himself those powers of which we read in the Bible, when it says: ‘God made man in his own image.’ Naturally, the adult does not realize that he is putting himself in God’s place, and he forgets still more those other Biblical words which tell us how it was that the devil became the devil, that is to say, because in his pride he wanted to take God’s place.” (p.255)
“Help us, O God, to enter into the secret of childhood, so that we may know, love and serve the child in accordance with the laws of Thy justice and following Thy holy will.” (p. 286)
“...the child becomes a great walker and has the need to go for very long walks. Usually, we either carry him or put him in a gocart. According to us, he cannot walk so we provide him with transport: he cannot work so we work for him. At the very moment of his entry into life, we give him an inferiority complex.” (p. 157)
“In all those who have done something of fundamental importance, you will find there has always been a strenuous period in their lives which proceeded the doing of this actual piece of work. It was not necessarily work of the same kind, but there must have been an intense effort made along some line or other, and this acted as a spiritual preparation, provided it was able to exhaust itself fully. The cycle must have been completed. So, whatever intelligent activity we chance to witness in a child- even if it seems absurd to us, or contrary to our wishes (provided, of course, that it does him no harm)- we must not interfere; for the child always must be able to finish the cycle of activity on which his heart is set.” (p. 160)
“The child has his own laws of development, and if we want to help him grow, it is a question of following these, not of imposing ourselves upon him.” (p. 162)
“Suppose a missionary were to... preach to children... He might say ‘Avoid meat. It can be the occasion of sin.’ The children would reply, ‘That is alright. We don’t like meat.’ Or, he might turn to some others and say: ‘You will catch cold in those clothes. Wear something warmer.’ To which the answer would be: ‘The cold doesn’t bother us. We are quite warm enough.’ It is plain that [such teachers:] tend to lower the children’s level, instead of bringing them nearer to the center of perfection [referring to a previously made analogy:]... The education of today... supplies men with crutches when they could run on swift feet. It is an education based on man’s lower powers, not on his higher ones. And it is man’s own fault if the majority of human beings are inferior, for the formation of their characters during the constructive period has been prevented.” (p. 214)
“I was often asked, ‘But how do you make these tinies behave so well? How do you teach them such discipline?’ It was not I. It was the environment we had prepared so carefully, and the freedom they found in it.” (p. 224) ****This is at the heart and center of Montessori education!*****
“A mother of six finds them easy to manage. But when there are twins, or if other children are brought in of the same age, things become harder, since it is very tiring to cope with children who are all wanting the same thing at the same time. The mother with six children of different ages is far better off than the mother with one. ‘Only children’ are always difficult, not so much because of spoiling, as because they suffer more from lack of company. Parents often have more trouble with the first born than they do with later children. They put this down to their own inexperience, but actually it is because the later children have companionship.” (p. 225)
“The power to make progress comes in large measure from having freedom and an assured path along which to go; but [referring to the control of error present in the classroom materials:] to this must also be added some way of knowing if, and when, we have left the path. If this principle be realized, both in school and in daily life, then it does not matter whether teachers and mothers are perfect or not. Errors made by adults have a certain interest, and children sympathize with them, but in a wholly detached way. It becomes for them one of the natural aspects of life, and the fact that we can all make mistakes stirs a deep feeling of affection in their hearts; it is one more reason for the union between mother and child. Mistakes bring us closer and make us better friends. Fraternity is born more easily on the road of error than on that of perfection. A ‘perfect person’ is unable to change. If two ‘perfect people’ are put together they invariably quarrel, because neither can comprehend the other nor tolerate any differences.” (p. 248)
“the human spirit... is a building which constructs itself in secrecy. So its builder can be neither the mother nor the teacher. Nor are they even the architects. All they can do is to help the work of creation which is going on in their presence. To help: this must be their task and their aim. Yet they still have the power to break the will and can destroy it by tyranny.” (p. 254)
“I forget which of the educators it was who enunciated this maxim: All the virtues of childhood can be summed up in a single virtue, obedience. This made the lot of the teacher an easy and even proud one. He was able to argue: ‘This person before me is empty and distorted. I will straighten him and change him into one like myself.’ And in this way he attributed to himself those powers of which we read in the Bible, when it says: ‘God made man in his own image.’ Naturally, the adult does not realize that he is putting himself in God’s place, and he forgets still more those other Biblical words which tell us how it was that the devil became the devil, that is to say, because in his pride he wanted to take God’s place.” (p.255)
“Help us, O God, to enter into the secret of childhood, so that we may know, love and serve the child in accordance with the laws of Thy justice and following Thy holy will.” (p. 286)
June 10, 2013
Maria Montessori was a revolutionary educational philosopher. This book, a collection of speeches made in India in the 1940's, is the last in which she expounds upon the pedagogical methodology and philosophy that she introduced to the world in her seminal book, The Montessori Method. In The Absorbent Mind, with missionary zeal, she espouses ideas that are firmly rooted in Enlightenment Era thinking as well as the emerging sciences of psychology and embryology. Borrowing heavily from Rousseau, Heinrich Pestalozzi and his student Friedrich Froebel, as well as Freud and other scientists of her age, Montessori sets out a method of education that recognizes the natural "inner guide" of the child as one that yearns for knowledge and perfection and compels the "normalized" child to practice activities incessantly, until mastery occurs. Thus the child constructs her own personality and abilities and is hindered only by those who interrupt this process or offer unneeded aid.
Though she makes mostly logical conclusions based upon her observations and those of her teachers, her ideas are clearly those of her own time. She makes harsh delineations between the 'weak' and the 'strong', the 'superior' and the 'inferior', the 'perfect' person and the 'defective'. She seems to believe that all neuroplasticity disappears after the age of six, putting primacy on the time leading up to this age that, in the light of modern research, is misplaced, though not completely in error. Other misunderstandings and mistakes can be found by the conscientious reader, but one must be careful not to make anachronistic fallacies when analyzing her work. For its time it provided and even to this day contributes a valuable insight into the psychology of the child and instruction for how to help rather than hinder child development.
Though she makes mostly logical conclusions based upon her observations and those of her teachers, her ideas are clearly those of her own time. She makes harsh delineations between the 'weak' and the 'strong', the 'superior' and the 'inferior', the 'perfect' person and the 'defective'. She seems to believe that all neuroplasticity disappears after the age of six, putting primacy on the time leading up to this age that, in the light of modern research, is misplaced, though not completely in error. Other misunderstandings and mistakes can be found by the conscientious reader, but one must be careful not to make anachronistic fallacies when analyzing her work. For its time it provided and even to this day contributes a valuable insight into the psychology of the child and instruction for how to help rather than hinder child development.
January 11, 2015
أعظم شيء لمسته بالكتاب هو تواضع ماريا وقربها للقارئ، وصلتني الأفكار بعفوية ورقي أكثر من باقي المصادر التي تعلمت منها عن مونتيسوري (مع العلم أن المصادر كانت رائعة أشخاصاً ومقالات لكن دائماً صاحب العلم الحقيقي هو الأكثر تواضعاً وقرباً للمثالية الواقعية لا المثالية النظرية..) .. الكتاب يعطي نظرة عامة عن فكر مونتيسوري تجاه الطفل بشكل عام وتجاه تكون شخصيته ونموه بشكل أكثر خصوصية.. يربطه بالعالم ويفسر لنا لم نفعل كل هذا مع الطفل؟؟ لم نؤمن بهذه القيم ونحارب كي نطبقها معه؟؟
مدخل رائع لفكر مونتيسوري لا يحتوي طبعاً على كل الفكر أو الطرائق الخاصة بماريا مونتيسوري لكنه مدخل ممتاز لغريب عن مونتيسوري..
كنت كل ما أنتهي من فقرة أشعر بلهفة كبيرة لنقلها لمن حولي وأظن أن من سيقرأ الكتاب سيشعر بنفس الأمر لأنه سيلمس حتماً نفسه عندما كان طفلاً من بعد قراءة الكتاب..
ملحوظة: ترجمة الكتاب جيدة من ناحية الروح ودقة الأفكار لكن يوجد بعض الأخطاء الإملائية والطباعية..
مدخل رائع لفكر مونتيسوري لا يحتوي طبعاً على كل الفكر أو الطرائق الخاصة بماريا مونتيسوري لكنه مدخل ممتاز لغريب عن مونتيسوري..
كنت كل ما أنتهي من فقرة أشعر بلهفة كبيرة لنقلها لمن حولي وأظن أن من سيقرأ الكتاب سيشعر بنفس الأمر لأنه سيلمس حتماً نفسه عندما كان طفلاً من بعد قراءة الكتاب..
ملحوظة: ترجمة الكتاب جيدة من ناحية الروح ودقة الأفكار لكن يوجد بعض الأخطاء الإملائية والطباعية..
May 5, 2009
I like the premise behind the book but it was hard for me to read - like pulling myself through mud. Great philosophy, brilliant woman, but not pleasure reading . . . don't attempt to read if you're tired!
March 24, 2016
اخيرا انهيت كتاب العقل المستوعب..كنت متشوقة جدا لقراءة الكتاب لاعرف العلم من صاحبه الاصلي و فعلا وجدت فيه ما لم اجده في اي مصدر عن منهج ماريا منتسوري و فلسفتها و رؤيتها -بغض النظر عن بعض الاراء و المعتقدات التي تتبناها ماريا منتسوري فيما يخص قوى الطبيعة و أثرها على الانسان..و نسبة كل قوى الانسان و خصائصه إلى الطبيعة و سحرها في اكثر من موضع ، و النصوص الدينية التي استشهدت بها و مخالفتها لعقيدتي -
اذا استثنينا هذه الجزئيات فالكتاب رائع بحق..رحلة متعمقة داخل نفس الطفل و عقله و روحه، دليل للتعامل مع الطفل من منطلق مختلف عما اعتدناه ، كيف تفهم الطفل و مراحل نموه و تطوره و احتياجاته و كيف نتعامل مع كل مرحلة
كيف نساهم في تطور الجنس البشري و كيف نحترم الطفل و محركه الداخلي الذي يسير به الى طريق النضوج الفكري
هناك نقاط عديدة اتمنى ان تصل الى الاباء و الأمهات و المعلمين ستغير نظرتهم تماما للاطفال
الترجمة بالنسبة لي جيدة و لكنها ليست ممتازة، اسلوب الكتاب صعب بعض الشيء على من لا يحبون القراءة..
اذا استثنينا هذه الجزئيات فالكتاب رائع بحق..رحلة متعمقة داخل نفس الطفل و عقله و روحه، دليل للتعامل مع الطفل من منطلق مختلف عما اعتدناه ، كيف تفهم الطفل و مراحل نموه و تطوره و احتياجاته و كيف نتعامل مع كل مرحلة
كيف نساهم في تطور الجنس البشري و كيف نحترم الطفل و محركه الداخلي الذي يسير به الى طريق النضوج الفكري
هناك نقاط عديدة اتمنى ان تصل الى الاباء و الأمهات و المعلمين ستغير نظرتهم تماما للاطفال
الترجمة بالنسبة لي جيدة و لكنها ليست ممتازة، اسلوب الكتاب صعب بعض الشيء على من لا يحبون القراءة..
January 28, 2017
not only a child book.. but will also make ypu question humanity, evolution and yourself!
October 14, 2012
Written from India after the Second World War there is a change in Dr Montessori's view of human nature. She is less optimistic of the goodness of man and works instead for a peaceful education. She believed, and was likely correct, that if we are to end man's destruction of man, then we need an educational philosophy based on cooperation rather than competition.
June 15, 2024
WOW YALL. I have been on a JOURNEY with this book!!
not the most engaging writing but I’m glad I made it through. I feel like it’s maybe 3.75 stars.
for the first half of this book, I was convinced that you should only read this book if you want to be really stressed out about all the ways that you can harm your child’s psychic life forever. (no big deal — this only makes 100% of parents break out in hives).
BUT! then! about halfway through, this gets GOOD. it goes from tiny, pedantic, seemingly hopeless, stress-inducing theories about the psychic life of embryos (yes), to a worldview and educational theory full of hope that springs from a deep reverence for children.
for that reason, I do feel like I could have done without the first half of the book — not just because it would have been nice to avoid the stress, but because I feel that the real meat of the Montessori approach lies in the second half of the book.
key takeaways:
- the psychic life of a child is VERY important and starts at birth — is absorbed through the mind via the child’s environment
- environment + material = opportunity
- children are the future, yet they also teach us
- NEVER interrupt a child who is concentrating, whether it be with commentary, a look, or a question
- wait for children to initiate help or ask for it — don’t ask them if they want help, because often they want to overcome the challenge. similarly, wait for them to seek praise and then give it
- provide children with opportunities to participate in real life, with hands-on, concrete, real materials, since life is the end goal of education. children thrive when given opportunities to engage with real life.
- believe that children are capable
- take children seriously
- allow a child to be challenged to meet the full potential of their powers, even if that power differs from a peer’s (this is a great understanding of justice)
- allow yourself to let go and intervene only when necessary
and mostly, I think Maria Montessori just wants you to try your best.
things to note:
I think after reading this, I favor a Montessori approach to education over a Montessori approach in the home. not that I don’t believe it can be cultivated at home, because to some extent, I do — but I think a school environment lends itself to the expression of these ideas more easily and naturally. teachers do not have all of the responsibilities that mothers do, and this I believe allows them to more fully embrace the method in a more realistic way, not to mention that they can devote themselves more to curating a very specific environment. (ie, schools are for learning, homes are for… everything!) this obviously means that much real life work can be learned in the home, and that the home, for the family, can be (and ought to be) set up for children, but I think a lot of the difference is something like: you’re a mom and you’ve got one minute to switch the laundry while the hungry baby, whom only you can nurse, screams in the background, causing the stress level in your home to skyrocket. does this seem like a good time to include your toddler???? a school setting, separate from ALL the responsibilities of home, seems it would be much more accommodating to learning this skill. (although I am all for the 2 year old putting things in the dryer when things are calm. there are just some things about home life that you cannot control/expect — we lovingly call this ‘The Goat Rodeo.’ yeehaw.)
I also appreciate something never directly stated in Maria Montessori’s ideas, but there just the same: that woman does not care about your CONVENIENCE. this is mostly just me griping. but — how many parenting tips are aimed at how to make your life with a small dependent child as convenient as possible, so that parents don’t have to do anything too inconvenient or difficult? Maria says: walk slowly if you have to. open your heart. be patient. prepare and control yourself. you are at the child’s disposal. he is your duty, and you ought to complete this duty with a joyful heart. to this I say: AMEN!
also of note: I read this book so that I could hear Maria Montessori’s own ideas, in her own words. I was at first intrigued by Montessori philosophy after learning, to my surprise, that she was a devout Catholic, whereas previously I had believed Montessori was some sort of new age hippie dippie hogwash. I was a little disappointed that this particular book, at least (I don’t know if others speak of this more), doesn’t speak explicitly about the connections between her faith and thoughts and findings. however, I do believe that an informed and discerning reader can uncover much of what she says and see how a Catholic faith has influenced her beliefs. there are some borderline monastic ideas about freedom and discipline being two sides of the same coin. and at the end, there’s a LOT about life, love, children, and how much they can teach us. I really thought she was going to go full-on theology mode and speak about Jesus coming to us as a child, but like I said, an informed reader can wonder and gather ideas on their own. overall she is filled with hope, wonder, and joy for the child, which she clearly reveres as the pinnacle of creation. her faith in this is deeply moving.
“Amen, I say to you, unless you turn and become like children, you will not enter the kingdom of heaven.” — Matthew 18:3
concerns/questions/critiques:
at one point, I was deeply concerned that Maria Montessori was of the belief that a man can never change — she speaks very strongly about how the psychic life of a child begins being formed at his birth, and that it is something of great gravity that cannot be undone. I originally interpreted this as her claiming that a person could never change, meaning a person’s heart is not capable of conversion. however, after finishing the book, I feel confident that she is speaking of the importance of good psychic formation, and not that hearts cannot be changed over the course of one’s life.
it is unclear to me how Montessori views the role/potential importance of imagination — she puts such an understandable emphasis on engaging with real life and activities, which I support and have seen the impact of in my own family life. however, it seems she does not recognize the power of imagination/play to learn and process events. I’d be interested to know more of her thoughts on imagination — perhaps she sees that as important in other phases of childhood, as this book really focuses on ages 0-6. (??)
lastly, there’s a LOT of talk about language in this book. it’s not a bad thing, and has made me feel much more secure in my own incessant babbling to my children, but I did find myself wishing there were more examples of the absorbent mind — although learning a language is admittedly a pretty amazing accomplishment on the part of the child.
i’m sort of realizing that this review doesn’t have a whole lot to do with the book or what it really says…… but this is mostly how I feel about it, and we all know that’s what’s important to me.
not the most engaging writing but I’m glad I made it through. I feel like it’s maybe 3.75 stars.
for the first half of this book, I was convinced that you should only read this book if you want to be really stressed out about all the ways that you can harm your child’s psychic life forever. (no big deal — this only makes 100% of parents break out in hives).
BUT! then! about halfway through, this gets GOOD. it goes from tiny, pedantic, seemingly hopeless, stress-inducing theories about the psychic life of embryos (yes), to a worldview and educational theory full of hope that springs from a deep reverence for children.
for that reason, I do feel like I could have done without the first half of the book — not just because it would have been nice to avoid the stress, but because I feel that the real meat of the Montessori approach lies in the second half of the book.
key takeaways:
- the psychic life of a child is VERY important and starts at birth — is absorbed through the mind via the child’s environment
- environment + material = opportunity
- children are the future, yet they also teach us
- NEVER interrupt a child who is concentrating, whether it be with commentary, a look, or a question
- wait for children to initiate help or ask for it — don’t ask them if they want help, because often they want to overcome the challenge. similarly, wait for them to seek praise and then give it
- provide children with opportunities to participate in real life, with hands-on, concrete, real materials, since life is the end goal of education. children thrive when given opportunities to engage with real life.
- believe that children are capable
- take children seriously
- allow a child to be challenged to meet the full potential of their powers, even if that power differs from a peer’s (this is a great understanding of justice)
- allow yourself to let go and intervene only when necessary
and mostly, I think Maria Montessori just wants you to try your best.
things to note:
I think after reading this, I favor a Montessori approach to education over a Montessori approach in the home. not that I don’t believe it can be cultivated at home, because to some extent, I do — but I think a school environment lends itself to the expression of these ideas more easily and naturally. teachers do not have all of the responsibilities that mothers do, and this I believe allows them to more fully embrace the method in a more realistic way, not to mention that they can devote themselves more to curating a very specific environment. (ie, schools are for learning, homes are for… everything!) this obviously means that much real life work can be learned in the home, and that the home, for the family, can be (and ought to be) set up for children, but I think a lot of the difference is something like: you’re a mom and you’ve got one minute to switch the laundry while the hungry baby, whom only you can nurse, screams in the background, causing the stress level in your home to skyrocket. does this seem like a good time to include your toddler???? a school setting, separate from ALL the responsibilities of home, seems it would be much more accommodating to learning this skill. (although I am all for the 2 year old putting things in the dryer when things are calm. there are just some things about home life that you cannot control/expect — we lovingly call this ‘The Goat Rodeo.’ yeehaw.)
I also appreciate something never directly stated in Maria Montessori’s ideas, but there just the same: that woman does not care about your CONVENIENCE. this is mostly just me griping. but — how many parenting tips are aimed at how to make your life with a small dependent child as convenient as possible, so that parents don’t have to do anything too inconvenient or difficult? Maria says: walk slowly if you have to. open your heart. be patient. prepare and control yourself. you are at the child’s disposal. he is your duty, and you ought to complete this duty with a joyful heart. to this I say: AMEN!
also of note: I read this book so that I could hear Maria Montessori’s own ideas, in her own words. I was at first intrigued by Montessori philosophy after learning, to my surprise, that she was a devout Catholic, whereas previously I had believed Montessori was some sort of new age hippie dippie hogwash. I was a little disappointed that this particular book, at least (I don’t know if others speak of this more), doesn’t speak explicitly about the connections between her faith and thoughts and findings. however, I do believe that an informed and discerning reader can uncover much of what she says and see how a Catholic faith has influenced her beliefs. there are some borderline monastic ideas about freedom and discipline being two sides of the same coin. and at the end, there’s a LOT about life, love, children, and how much they can teach us. I really thought she was going to go full-on theology mode and speak about Jesus coming to us as a child, but like I said, an informed reader can wonder and gather ideas on their own. overall she is filled with hope, wonder, and joy for the child, which she clearly reveres as the pinnacle of creation. her faith in this is deeply moving.
“Amen, I say to you, unless you turn and become like children, you will not enter the kingdom of heaven.” — Matthew 18:3
concerns/questions/critiques:
at one point, I was deeply concerned that Maria Montessori was of the belief that a man can never change — she speaks very strongly about how the psychic life of a child begins being formed at his birth, and that it is something of great gravity that cannot be undone. I originally interpreted this as her claiming that a person could never change, meaning a person’s heart is not capable of conversion. however, after finishing the book, I feel confident that she is speaking of the importance of good psychic formation, and not that hearts cannot be changed over the course of one’s life.
it is unclear to me how Montessori views the role/potential importance of imagination — she puts such an understandable emphasis on engaging with real life and activities, which I support and have seen the impact of in my own family life. however, it seems she does not recognize the power of imagination/play to learn and process events. I’d be interested to know more of her thoughts on imagination — perhaps she sees that as important in other phases of childhood, as this book really focuses on ages 0-6. (??)
lastly, there’s a LOT of talk about language in this book. it’s not a bad thing, and has made me feel much more secure in my own incessant babbling to my children, but I did find myself wishing there were more examples of the absorbent mind — although learning a language is admittedly a pretty amazing accomplishment on the part of the child.
i’m sort of realizing that this review doesn’t have a whole lot to do with the book or what it really says…… but this is mostly how I feel about it, and we all know that’s what’s important to me.
February 22, 2011
A fascinating window into the minds of children. Montessori was a genius. I cant help but think our schools would be in a lot better shape if we would've gotten on board with her 100 years ago!
March 28, 2019
Sooo boring. Had to read it for work.
September 11, 2020
5 stars for being super insightful
2 stars for being one of the driest books I've EVER read.
2 stars for being one of the driest books I've EVER read.
April 17, 2018
Uf! Konečně hotovo. Pár podnětných myšlenek v tuně vaty. Neuvěřitelně rozvláčný styl Marie Montessori mi teda dal hodně zabrat, ale nelituju. Knížka pochopitelně objasňuje základní principy montessori pedagogiky, do praxe si je člověk ale musí umět převést sám. Kontext hodně poplatný době, na druhou stranu dává více vyniknout tomu, jak moc pokrokové myšlenky na tu dobu Montessori prosazovala.
April 9, 2013
Wonderful book, a must for every new parent!
February 3, 2017
Maria makes me question and rethink how I parent my own child and teach my students. A heavy textbook read but kept my interest. Here's to the beginning of pursuing the Montessori way :)
December 28, 2022
Un libro imprescindible para todos aquellos que creemos en que los y las niñas son la esperanza de la humanidad 🤍 gracias a Maria Montessori por esta obra enorme, enorme, enorme.
August 7, 2016
"Cel mai mare pericol zace în ignoranța noastră. Știm cum să găsim perle în cochiliile scoicilor, aur în munți și cărbune în măruntaiele pământului, dar nu avem cunoștință de germenii spiritului, de nebuloasa creatoare pe care copilul o ascunde în sine când vine în lume pentru a reînnoi omenirea."
Pentru mine această carte merită mai mult decât 5 stele.
Cartea e despre abilitatea copilului de a absorbi informațiile din mediu, capacitatea inconștientă de a le învață și asta fără intervenția nocivă sau neinformată a părintelui. De multe ori părinții domină și reprimă ceea ce au copiii lor mai scump: calități, abilități, inducându-le, chiar, de multe ori complexe de inferioritate. Cartea asta mi se pare o bijuterie. O poate citi oricine, aflam multe lucruri utile chiar dacă nu avea să am copil.
Conform Mariei Montessori, educația unui copil trebuie să înceapă încă de la naștere. Dacă sunt mici, fragili, gingași și neajutorați asta nu înseamnă că nu sunt capabili să absoarbă informații la nivel inconștient. Copiii au capacitatea să absoarbă cunoașterea. De la naștere și până la 6 ani copilului i se dezvoltă inteligența și toate caracteristicile personalității umane. Din momentul în care devine conștient, începând cu vârsta de 7 ani, oricât de tare nu am dori noi să-i schimbăm comportamentul și modul de a gândi al unui copil prin pedepse și recompense nu prea vom reuși. Dimpotrivă, se poate ajunge la regrese și la complexe de inferioritate. Dezvoltarea unui copil nu poate fi predată, un copil trebuie lăsat să-și folosească puterile creative, un copil trebuie doar supravegheat și de indicat/arătat direcția de dezvoltare, fără implicații majore din partea părinților.
O carte pe care o voi reciti neapărat pentru a-i înțelege și mai bine esența, ideile și modul de educație Montessori.
Pentru mine această carte merită mai mult decât 5 stele.
Cartea e despre abilitatea copilului de a absorbi informațiile din mediu, capacitatea inconștientă de a le învață și asta fără intervenția nocivă sau neinformată a părintelui. De multe ori părinții domină și reprimă ceea ce au copiii lor mai scump: calități, abilități, inducându-le, chiar, de multe ori complexe de inferioritate. Cartea asta mi se pare o bijuterie. O poate citi oricine, aflam multe lucruri utile chiar dacă nu avea să am copil.
Conform Mariei Montessori, educația unui copil trebuie să înceapă încă de la naștere. Dacă sunt mici, fragili, gingași și neajutorați asta nu înseamnă că nu sunt capabili să absoarbă informații la nivel inconștient. Copiii au capacitatea să absoarbă cunoașterea. De la naștere și până la 6 ani copilului i se dezvoltă inteligența și toate caracteristicile personalității umane. Din momentul în care devine conștient, începând cu vârsta de 7 ani, oricât de tare nu am dori noi să-i schimbăm comportamentul și modul de a gândi al unui copil prin pedepse și recompense nu prea vom reuși. Dimpotrivă, se poate ajunge la regrese și la complexe de inferioritate. Dezvoltarea unui copil nu poate fi predată, un copil trebuie lăsat să-și folosească puterile creative, un copil trebuie doar supravegheat și de indicat/arătat direcția de dezvoltare, fără implicații majore din partea părinților.
O carte pe care o voi reciti neapărat pentru a-i înțelege și mai bine esența, ideile și modul de educație Montessori.
February 23, 2019
A fan of many of the principles of Montessori education, I just couldn’t bring myself to appreciate this book. Some of the initial philosophies I whole-heartedly agree with i.e. that it is unnecessary to correct student work, they just need more practice and to build concentration in a child you must not interrupt them. But many of the other ideas have been significantly dated as time has passed i.e. that teachers should be young & beautiful and it is better if they are uneducated. I think I would much prefer a practical approach to modern Montessori.
January 16, 2021
O carte extrem de buna. Acum dupa ce am citit-o inteleg sacrificiul facut de respectabila doamna. Si-a sacrificat intreaga viata studiului si speranta unei lumi mai bune. Nu o mai judecati inainte sa ii cititi cartile! Abia astept sa imi procur si celelalte carti scrise de dansa!!
“Primii doi ani de viata sunt cei mai importanti in dezvoltarea copilului.
La varsta de trei ani, copilul a pus bazele personalitatii umane si are nevoie de ajutorul special al educatie scolare.
Psihologii afirma ca, daca vom compara capacitatea noastra de adulti cu cea a copilului, ne-ar trebui 60 de ani de munca asidua pentru a realiza ceea ce a realizat copilul in primii lui trei ani de viata.
La 3 ani, copilul este deja un om.
Exercitarea unei profesii nu inseamna numai sa inveti o tehnica. Individul care se dedica unei activitati date este supus unei transformari psihice necesare pentru sarcina careia trebuie sa-i faca fata, astfel ca el se pregateste nu numai din punct de vedere tehnic, dar dobandeste o anumita personalitate psihica, adaptata respectivei activitati.
Cine trebuie sa ii conduca pe altii, trebuie sa se fi transformat mai intai pe el insusi: nimeni nu poate fi conducator si indrumator, daca nu s-a format pentru acesta misiune.
Scopul fiintelor vii par mai degraba sa fie in legatura cu functiile necesare pentru mediu, astfel ca fiintele vii sunt agenti ai creatiei insarcinati numai cu efectuarea unor actiuni determinate, cum ar fi servitorii dintr-o casa sau functionarii unei mari institutii. Armonia naturii pe suprafata pamantului se realizeaza prin eforturile fiintelor vii, care isi exercita fiecare misiunea. Comportamentele corespund si acestui scop: cu alte cuvinte, depasesc simplele nevoi vitale ale speciei.
Nici descoperirile, nici teoriile care deriva din cuceririle moderne nu explica misterul vietii, dar fiecare nou detaliu pus in lumina completeaza intelegea noastra cu privire la aceasta.
Partea cea mai importanta a dezvoltarii omului se afla in viata psihica, nu in miscari, deoarece miscarile trebuie sa fie create in functie de indrumarile si de ceea ce dicteaza viata psihica.
Omul se poate dezvolta numai cu ajutorul libertatii si al experientelor din cadrul mediului.
Copilul cauta independenta prin munca: independenta trupului si a mintii. Nu il intereseaza ceea ce stiu altii, el vrea sa invete sibgur, vrea sa aibe experienta lumii si s-o perceapa prin efortul propriu, personal.
Mediul trebuie sa fie bogat in motive care sa intereseze activitatea si sa-l invite pe copil sa-si efectueze acolo propriile experiente.
Nu putem sa formam un geniu, ci numai sa ajutam individul sa-si realizeze potentialul.
Copilul absoarbe mediul si se transforma in armonie cu el asa cum fac insectele cu plantele pe care traiesc(acelea care seamana foarte tare cu frunzele de nu le mai vezi) Copiii devin la fel ca lucrul pe care il iubesc. Copilul se construieste pe el insusi cu ajutorul impresilor profunde ale lucrurilor pe care le cunoaste, mai ales in prima periada a vietii.
Daca dorim sa ajutam copilul, trebuie sa il tinem alaturi de noi, ca sa poata vedea ce facem si sa auda cuvintele noastre. Trebuie sa ne punem in serviciul lui.
Copilul plange si este agitat, are crize de plans si proasta dispozitie deoarece sufera de foame mentala. Este un subnutrit mental, tinut prizonier intr-un domeniu limitat si plin de obstacole in care nu-si poate exercita capacitatile.
Atunci cand se naste, copilul poate incepe imediat activitatea de adaptate si de pregatire pentru a vorbi.
Trebuie sa ne dam seama ca micutul isi insuseste de unul singur cunoasterea regulilor gramaticale, dar nu exista nici un motiv sa nu-i vorbim corect gramatical si sa nu-l ajutam in analiza frazei. Copilul nu stapaneste limbajul si singura lui expresie este furia. Afirm inca o data nevoia unei scoli speciale pentru copiii de la varsta de un an la un an si jumatate si subliniez datoria mamelor si a societatii in general de a face in asa fel incat copiii, in loc sa traiasca izolati, sa stea alaturi de adulti si sa aiba parte de experiente frecvente de limbaj bun si cu o dictie foarte clara.
Intrucat adultii nu inteleg intotdeauna ceea ce vrea sa spuna copilul, in aceasta faza de pregatire sunt caracteristice hachitele si agitatia pe ca le-am mentionat. Toate eforturile copilului care nu sunt incununate cu succes produc in acesta o stare de agitatie.
Copiii retin pentru toata viata cuceririle din aceasta perioada, dar si efectele negative ale obstacolelor intalnite dureaza toata viata. In aceasta perioada avem asadar nu numa dezvoltarea caracterului, ci si a unor caracteristici pshihice deviate, care se vor manifesta la copil odata cu cresterea sa.
Defectele si dificultatile dobandite in aceasta perioada raman si ele fixate si se accentueaza. Multe defecte care se prezinta la adulti sunt, de fapt, atribuite de psihanaliza acestei perioade indepartate a vietii.
Atitudinea fata de copil trebuie sa fie cat mai blanda si lipsita de orice violenta, deoarece adesea noi nici nu ne dam seama de duritatea si de violenta noastra. Trebuie sa ne controlam. Orice atitudine pe care o avem fata de copil acum nu se reflecta numai asupra lui, ci si asupra adultului care va fi.
Copiii alearga spre cel care este interpretul lor, deoarece inteleg ca acolo este cineva care poate sa-i ajute. Ardoarea copilului este ceva diferit fata de afectiunea pe care o nutreste fata de cel care il dezmiarda si il mangaie. Interpretul este pentru copil marea speranta, este cineva care ii va dezvalui calea descoperirilor, atunci cand lumea ia inchis usile. Acest individ care il ajuta intra intr-o relatie intima cu el, o relatie care depaseste afectiunea, deoarece ofera ajutor si nu doar consolare.
Tine minte urmatoarele:
1. Educatia in primii doi ani are importanta pentru tot restul vietii
2. Copilul este inzestrat cu mari puteri psihice, de care inca nu ne dam seama
3. Copilul are o sensibilitate extrema, care in urma oricarui fel de violenta, provoaca nu numai o reactie, ci si defecte care pot sa ii afecteze definitiv personalitatea.
Nimic nu este stabilit dinainte, dar orice este posibil, daca psihicul imprima directia corecta (psihicul poate crea si dirija orice fel de dezvoltare musculara)
Viata psihica trebuie sa determine miscarea mai multor muschi, iar in educatie trebuie sa alternam activitatile fizice cu cele mentale.
Baza societatii este miscarea indreptata spre un scop util. Miscarea si munca sunt in slujba celorlalti.
Inteligenta copilului ajunge pana la un anumit nivel fara a folosi mainile; odata cu activitatea manuala, atinge un nivel mai inalt si copilul care se serveste de propriile maini are un caracter mai puternic.
Logica naturii:
1. sa-l faca sa dobandeasca pozitia vertical
2. Sa-l faca sa mearga si sa capete forta
3. Sa-l faca sa participe la actiunile persoanelor care il inconjoara.
Nu e bine sa taiem viata in doua, sa ne ocupam membrele cu sportul si capul cu citerea unei carti. Viata trebuie sa fie un singur lucru, mai ales in primii ani, cand copilul trebuie sa se construiasca pe sine insusi in conformitate cu planul si legile dezvoltarii sale.
Termenii stiintifici trebuie sa fie predati copilului intre 3 si 6 ani.
Pentru a construi viitorul este necesar sa veghem cu grija asupra prezentului.
Toate defectele de caracter se datoreaza unui tratament gresit aplicat copilului in prima perioada. Daca au fost neglijati in aceasta prima perioada, copiii au mintea goala pentru ca nu li s-a dat posibilitatea sa si-o construiasca. O alta cauza este lipsa de activitate spontana directa a impulsurilor creative.
Mamelor, procurati copiilor ocupatii interesante, nu ii ajutati daca nu este necesar si nu-i intrerupeti cand au o lucrare inteligenta. Blandetea, severitatea, medicamentele nu ajuta. Copiii sufera de foame mentala. Omul este o creatura intelectuala, are nevoie de hrana mentala aproape mai mult decat de paine.
Nu este nevoie ca profesorul sa-l indemne pe copilul lenes sa lucreze, este suficient sa-i faciliteze contactul cu activitatile posibile prezente in mediul pregatit pentru el.
Ofera copilului un mediu bogat in motive de atractie, unde acestia pot alege propria activitate, liber de orice control al adultilor.
“Este important sa faci o munca potrivita. Mintea are nevoie continua de munca. Sa o tii mereu preocupata cu o activitate sanatoasa este un exercitiu spiritual. Cand mintea se abandoneaza in liniste, cand nu face nimic, diavolul intra in ea. Un om aflat in inertie nu poate fi spiritual.
Munca este iubire devenita vizibila.
Daca isi fixeaza atentia, va deveni stapanul mediului sau si il va controla.
Omenirea incepe cu apucarea si distrugerea si termina prin a iubi si a servi totul cu intelectul sau.
A cunoaste, a iubi si a servi este trinomul tuturor religilor.
Daca un copil doreste ceva care este folosit de altul, nu-l va putea avea, va astepta pana cand celalalt isi termina treaba.
Nu numai varsta aduce progres, ci si libertatea de a privi in jur.
Numai experienta si exercitiul corecteaza greselile, iar insusirea acestor capacitati necesita exercitii indelungate.
Marea placere a copilului este sa verifice daca a gresit sau nu.
Din acest control al greselilor ia nastere un fel de fraternitate: erorile ii despart pe oameni, dar controlul lor este o modalitate de a-i uni. Corectarea erorii poate deveni in anumite domenii un interes general. Eroarea insasi devine interesanta, devine o legatura. A descoperi o mica eroare la un adult nu duce la lipsa de respect a copilului fata de adult, nici la micsorarea demnitatii adultului. Eroarea poate fi un lucru in sine care poate fi supus controlului. Pasii mici duc la lucruri mari.
Vointa constienta este o putere care se dezvolta prin exercitiu si munca.
Nu intrerupe un copil concentrat. Cand copilul a facut ceva cu activitatea lui inteligenta - un desen, o litera scrisa sau orice lucrare scrisa - se duce la educatoare si vrea ca aceasta sa ii spuna daca a facut bine. Alegerea si executia sunt prerogative si cuceriri ale sufletului eliberat.
Ajuta-ne, Doamne, sa patrundem in secretul copilului ca sa-l putem cunoaste, sa-l iubim si sa-l slujim in conformitate cu legile Tale si cu voita Ta divina. Dumnezeu e iubire!
“Primii doi ani de viata sunt cei mai importanti in dezvoltarea copilului.
La varsta de trei ani, copilul a pus bazele personalitatii umane si are nevoie de ajutorul special al educatie scolare.
Psihologii afirma ca, daca vom compara capacitatea noastra de adulti cu cea a copilului, ne-ar trebui 60 de ani de munca asidua pentru a realiza ceea ce a realizat copilul in primii lui trei ani de viata.
La 3 ani, copilul este deja un om.
Exercitarea unei profesii nu inseamna numai sa inveti o tehnica. Individul care se dedica unei activitati date este supus unei transformari psihice necesare pentru sarcina careia trebuie sa-i faca fata, astfel ca el se pregateste nu numai din punct de vedere tehnic, dar dobandeste o anumita personalitate psihica, adaptata respectivei activitati.
Cine trebuie sa ii conduca pe altii, trebuie sa se fi transformat mai intai pe el insusi: nimeni nu poate fi conducator si indrumator, daca nu s-a format pentru acesta misiune.
Scopul fiintelor vii par mai degraba sa fie in legatura cu functiile necesare pentru mediu, astfel ca fiintele vii sunt agenti ai creatiei insarcinati numai cu efectuarea unor actiuni determinate, cum ar fi servitorii dintr-o casa sau functionarii unei mari institutii. Armonia naturii pe suprafata pamantului se realizeaza prin eforturile fiintelor vii, care isi exercita fiecare misiunea. Comportamentele corespund si acestui scop: cu alte cuvinte, depasesc simplele nevoi vitale ale speciei.
Nici descoperirile, nici teoriile care deriva din cuceririle moderne nu explica misterul vietii, dar fiecare nou detaliu pus in lumina completeaza intelegea noastra cu privire la aceasta.
Partea cea mai importanta a dezvoltarii omului se afla in viata psihica, nu in miscari, deoarece miscarile trebuie sa fie create in functie de indrumarile si de ceea ce dicteaza viata psihica.
Omul se poate dezvolta numai cu ajutorul libertatii si al experientelor din cadrul mediului.
Copilul cauta independenta prin munca: independenta trupului si a mintii. Nu il intereseaza ceea ce stiu altii, el vrea sa invete sibgur, vrea sa aibe experienta lumii si s-o perceapa prin efortul propriu, personal.
Mediul trebuie sa fie bogat in motive care sa intereseze activitatea si sa-l invite pe copil sa-si efectueze acolo propriile experiente.
Nu putem sa formam un geniu, ci numai sa ajutam individul sa-si realizeze potentialul.
Copilul absoarbe mediul si se transforma in armonie cu el asa cum fac insectele cu plantele pe care traiesc(acelea care seamana foarte tare cu frunzele de nu le mai vezi) Copiii devin la fel ca lucrul pe care il iubesc. Copilul se construieste pe el insusi cu ajutorul impresilor profunde ale lucrurilor pe care le cunoaste, mai ales in prima periada a vietii.
Daca dorim sa ajutam copilul, trebuie sa il tinem alaturi de noi, ca sa poata vedea ce facem si sa auda cuvintele noastre. Trebuie sa ne punem in serviciul lui.
Copilul plange si este agitat, are crize de plans si proasta dispozitie deoarece sufera de foame mentala. Este un subnutrit mental, tinut prizonier intr-un domeniu limitat si plin de obstacole in care nu-si poate exercita capacitatile.
Atunci cand se naste, copilul poate incepe imediat activitatea de adaptate si de pregatire pentru a vorbi.
Trebuie sa ne dam seama ca micutul isi insuseste de unul singur cunoasterea regulilor gramaticale, dar nu exista nici un motiv sa nu-i vorbim corect gramatical si sa nu-l ajutam in analiza frazei. Copilul nu stapaneste limbajul si singura lui expresie este furia. Afirm inca o data nevoia unei scoli speciale pentru copiii de la varsta de un an la un an si jumatate si subliniez datoria mamelor si a societatii in general de a face in asa fel incat copiii, in loc sa traiasca izolati, sa stea alaturi de adulti si sa aiba parte de experiente frecvente de limbaj bun si cu o dictie foarte clara.
Intrucat adultii nu inteleg intotdeauna ceea ce vrea sa spuna copilul, in aceasta faza de pregatire sunt caracteristice hachitele si agitatia pe ca le-am mentionat. Toate eforturile copilului care nu sunt incununate cu succes produc in acesta o stare de agitatie.
Copiii retin pentru toata viata cuceririle din aceasta perioada, dar si efectele negative ale obstacolelor intalnite dureaza toata viata. In aceasta perioada avem asadar nu numa dezvoltarea caracterului, ci si a unor caracteristici pshihice deviate, care se vor manifesta la copil odata cu cresterea sa.
Defectele si dificultatile dobandite in aceasta perioada raman si ele fixate si se accentueaza. Multe defecte care se prezinta la adulti sunt, de fapt, atribuite de psihanaliza acestei perioade indepartate a vietii.
Atitudinea fata de copil trebuie sa fie cat mai blanda si lipsita de orice violenta, deoarece adesea noi nici nu ne dam seama de duritatea si de violenta noastra. Trebuie sa ne controlam. Orice atitudine pe care o avem fata de copil acum nu se reflecta numai asupra lui, ci si asupra adultului care va fi.
Copiii alearga spre cel care este interpretul lor, deoarece inteleg ca acolo este cineva care poate sa-i ajute. Ardoarea copilului este ceva diferit fata de afectiunea pe care o nutreste fata de cel care il dezmiarda si il mangaie. Interpretul este pentru copil marea speranta, este cineva care ii va dezvalui calea descoperirilor, atunci cand lumea ia inchis usile. Acest individ care il ajuta intra intr-o relatie intima cu el, o relatie care depaseste afectiunea, deoarece ofera ajutor si nu doar consolare.
Tine minte urmatoarele:
1. Educatia in primii doi ani are importanta pentru tot restul vietii
2. Copilul este inzestrat cu mari puteri psihice, de care inca nu ne dam seama
3. Copilul are o sensibilitate extrema, care in urma oricarui fel de violenta, provoaca nu numai o reactie, ci si defecte care pot sa ii afecteze definitiv personalitatea.
Nimic nu este stabilit dinainte, dar orice este posibil, daca psihicul imprima directia corecta (psihicul poate crea si dirija orice fel de dezvoltare musculara)
Viata psihica trebuie sa determine miscarea mai multor muschi, iar in educatie trebuie sa alternam activitatile fizice cu cele mentale.
Baza societatii este miscarea indreptata spre un scop util. Miscarea si munca sunt in slujba celorlalti.
Inteligenta copilului ajunge pana la un anumit nivel fara a folosi mainile; odata cu activitatea manuala, atinge un nivel mai inalt si copilul care se serveste de propriile maini are un caracter mai puternic.
Logica naturii:
1. sa-l faca sa dobandeasca pozitia vertical
2. Sa-l faca sa mearga si sa capete forta
3. Sa-l faca sa participe la actiunile persoanelor care il inconjoara.
Nu e bine sa taiem viata in doua, sa ne ocupam membrele cu sportul si capul cu citerea unei carti. Viata trebuie sa fie un singur lucru, mai ales in primii ani, cand copilul trebuie sa se construiasca pe sine insusi in conformitate cu planul si legile dezvoltarii sale.
Termenii stiintifici trebuie sa fie predati copilului intre 3 si 6 ani.
Pentru a construi viitorul este necesar sa veghem cu grija asupra prezentului.
Toate defectele de caracter se datoreaza unui tratament gresit aplicat copilului in prima perioada. Daca au fost neglijati in aceasta prima perioada, copiii au mintea goala pentru ca nu li s-a dat posibilitatea sa si-o construiasca. O alta cauza este lipsa de activitate spontana directa a impulsurilor creative.
Mamelor, procurati copiilor ocupatii interesante, nu ii ajutati daca nu este necesar si nu-i intrerupeti cand au o lucrare inteligenta. Blandetea, severitatea, medicamentele nu ajuta. Copiii sufera de foame mentala. Omul este o creatura intelectuala, are nevoie de hrana mentala aproape mai mult decat de paine.
Nu este nevoie ca profesorul sa-l indemne pe copilul lenes sa lucreze, este suficient sa-i faciliteze contactul cu activitatile posibile prezente in mediul pregatit pentru el.
Ofera copilului un mediu bogat in motive de atractie, unde acestia pot alege propria activitate, liber de orice control al adultilor.
“Este important sa faci o munca potrivita. Mintea are nevoie continua de munca. Sa o tii mereu preocupata cu o activitate sanatoasa este un exercitiu spiritual. Cand mintea se abandoneaza in liniste, cand nu face nimic, diavolul intra in ea. Un om aflat in inertie nu poate fi spiritual.
Munca este iubire devenita vizibila.
Daca isi fixeaza atentia, va deveni stapanul mediului sau si il va controla.
Omenirea incepe cu apucarea si distrugerea si termina prin a iubi si a servi totul cu intelectul sau.
A cunoaste, a iubi si a servi este trinomul tuturor religilor.
Daca un copil doreste ceva care este folosit de altul, nu-l va putea avea, va astepta pana cand celalalt isi termina treaba.
Nu numai varsta aduce progres, ci si libertatea de a privi in jur.
Numai experienta si exercitiul corecteaza greselile, iar insusirea acestor capacitati necesita exercitii indelungate.
Marea placere a copilului este sa verifice daca a gresit sau nu.
Din acest control al greselilor ia nastere un fel de fraternitate: erorile ii despart pe oameni, dar controlul lor este o modalitate de a-i uni. Corectarea erorii poate deveni in anumite domenii un interes general. Eroarea insasi devine interesanta, devine o legatura. A descoperi o mica eroare la un adult nu duce la lipsa de respect a copilului fata de adult, nici la micsorarea demnitatii adultului. Eroarea poate fi un lucru in sine care poate fi supus controlului. Pasii mici duc la lucruri mari.
Vointa constienta este o putere care se dezvolta prin exercitiu si munca.
Nu intrerupe un copil concentrat. Cand copilul a facut ceva cu activitatea lui inteligenta - un desen, o litera scrisa sau orice lucrare scrisa - se duce la educatoare si vrea ca aceasta sa ii spuna daca a facut bine. Alegerea si executia sunt prerogative si cuceriri ale sufletului eliberat.
Ajuta-ne, Doamne, sa patrundem in secretul copilului ca sa-l putem cunoaste, sa-l iubim si sa-l slujim in conformitate cu legile Tale si cu voita Ta divina. Dumnezeu e iubire!
December 29, 2023
تتكلم ماريا عن مجمل أفكارها وفلسفتها وماحققته خلال رحلتها وما خرجت بها من خبرة.
لذلك لا أعتقد أن الكتاب سيكون مفيدًا للأمهات التي تريد قراءة كتاب سيفيدها في التطبيق العملي مباشرة، وإنما لمن يريد أن يعرف ماريا مثلما كان غرضي.
بالنسبة لي بعض ما كانت تصفه عن الأطفال كنت أستطيع عمل إسقاط له على أطفالي الذين أعلمهم.. ذلك كان جميل، أن أجد وصف لغوي وتفسير يصف موقف وسبب رد فعل طفل ما.
*كانت نقاط بسيطة ولكن أحببتها لذلك أقول أنها لا يساعد ولا يصلح كثيرًللأمهات.
الفصول المفضلة لدي التي أحببتها كثيرًا هي النصف الثاني من الكتاب والذي يظهر به فلسفة ماريا أكثر من النصف الأول الذي يتكلم عن مراحل وتطورات النمو للطفل بشكل شبه تفصيلي:
مزيد من التطور عبر الثقافة والتخيل، الشخصية وعيوبها في الطفولة، بناء الشخصية كإنجاز ذاتي للطفل، غريزة التملك عند الأطفال وتحولاتها، النمو الاجتماعي، النظام والمعلمة، إعدادالمعلمة، الطفل..حب ومنبعه.
تم الجمعة، 29 من ديسمبر 2023 م
لذلك لا أعتقد أن الكتاب سيكون مفيدًا للأمهات التي تريد قراءة كتاب سيفيدها في التطبيق العملي مباشرة، وإنما لمن يريد أن يعرف ماريا مثلما كان غرضي.
بالنسبة لي بعض ما كانت تصفه عن الأطفال كنت أستطيع عمل إسقاط له على أطفالي الذين أعلمهم.. ذلك كان جميل، أن أجد وصف لغوي وتفسير يصف موقف وسبب رد فعل طفل ما.
*كانت نقاط بسيطة ولكن أحببتها لذلك أقول أنها لا يساعد ولا يصلح كثيرًللأمهات.
الفصول المفضلة لدي التي أحببتها كثيرًا هي النصف الثاني من الكتاب والذي يظهر به فلسفة ماريا أكثر من النصف الأول الذي يتكلم عن مراحل وتطورات النمو للطفل بشكل شبه تفصيلي:
مزيد من التطور عبر الثقافة والتخيل، الشخصية وعيوبها في الطفولة، بناء الشخصية كإنجاز ذاتي للطفل، غريزة التملك عند الأطفال وتحولاتها، النمو الاجتماعي، النظام والمعلمة، إعدادالمعلمة، الطفل..حب ومنبعه.
تم الجمعة، 29 من ديسمبر 2023 م
January 27, 2020
Children are born to learn. This book affirms that as Montessori guides you through brain development and ages and stages of play and realistic family role play activities.having been trained in this method and using it in my classrooms for 20 plus years. I found it to be a good read. If you don’t have a background in child development this could be a difficult read. I recommend it to young mothers in my life. I suggest you visit a Montessori classroom for a better understanding.
September 1, 2020
Certainly a dated read, filled to the brim with stereotypes and inaccuracies. Even so, there is many gems of wisdom hidden within this book that are still relevant for today. I think the biggest takeaway is that society should reorient the way it perceives children; not as helpless creatures that can be bent to our will, but as fiercely independent miracles that can and will surprise us in their ability to adapt unprompted.
PS: skip the first 5 chapters
PS: skip the first 5 chapters
April 5, 2021
"Mintea Absorbantă primeşte orice, îşi pune speranţe în orice, acceptă în mod egal sărăcia şi bogăţia, adoptă orice religie, prejudecăţile şi obiceiurile compatrioţilor săi, încarnându-le pe toate în sine. Acesta este copilul!
Şi de-ar fi fost altfel, rasa umană n-ar fi realizat stabilitatea în nici o parte a lumii; civilizaţia n-ar fi progresat continuu dacă ar fi trebuit de fiecare dată să o ia de la capăt."
Şi de-ar fi fost altfel, rasa umană n-ar fi realizat stabilitatea în nici o parte a lumii; civilizaţia n-ar fi progresat continuu dacă ar fi trebuit de fiecare dată să o ia de la capăt."
September 14, 2023
Maria M. süreci embriyolojiden başlayarak eğitimin önemini tüm detaylarıyla anlatıyor. Kitabı okurken keşke bizim ailelerimiz de bu kitapları okusaydı diye düşünmedim değil.
September 18, 2025
A brilliant book by a brilliant lady, full of amazing insights into the development of a human body and mind and surprisingly optimistic about the future of humanity in general. Personally, the only thing missing is a little bit of practical advice.
September 6, 2021
An amazing book philosophically tackling the topic of a child's mind, a child's absorbent mind - how it's formed, its unconscious and conscious developmental stages, what conditions it requires to develop to its full potential, how a Montessori classroom looks, what a teacher should do in a Montessori classroom.
Reading this book makes you realize how distorted the word "Montessori" has become in our days. It's a word manipulated for business purposes mainly, rather than the real methodological approach understood underneath. Montessori is not about wooden toys, or Instagram-friendly picture-perfect child rooms, nor is it about letting your child do whatever they please and call it a Montessori approach. It's a completely different approach to a child's development that in many situations feels counter-intuitive (not correcting, not interrupting, in some situations not even watching to let them stay focused). It's a methodology of how to enable a child's mind soar into heights and reach its maximum abilities, how to "normalize" a child.
Some myths about Montessori approach are also addressed, as for example the myth of permissiveness - full freedom in child's actions. This is true ONLY about education and ONLY about Montessori environment. Montessori addresses this topic in the book, stating that many schools claim to have tried her approach by giving full freedom to children in their classes and the result was a chaotic mess, whereas those schools were completely misinterpreting the "child's freedom" understanding.
Another myth is that Montessori children don't recognize any authority, including the teacher, and do as they like. This is also wrong, as in a normal Montessori class children respect their teacher so much that they obey to her immediately to whatever kind of inquiry she gives. And this comes out of inner respect rather than fear or authority.
This and much more is given in the book. It's a different mindset towards children's education and education as a whole. Its purpose is to use a child's powerful mind to its maximum which could bring humanity to next level.
Reading this book makes you realize how distorted the word "Montessori" has become in our days. It's a word manipulated for business purposes mainly, rather than the real methodological approach understood underneath. Montessori is not about wooden toys, or Instagram-friendly picture-perfect child rooms, nor is it about letting your child do whatever they please and call it a Montessori approach. It's a completely different approach to a child's development that in many situations feels counter-intuitive (not correcting, not interrupting, in some situations not even watching to let them stay focused). It's a methodology of how to enable a child's mind soar into heights and reach its maximum abilities, how to "normalize" a child.
Some myths about Montessori approach are also addressed, as for example the myth of permissiveness - full freedom in child's actions. This is true ONLY about education and ONLY about Montessori environment. Montessori addresses this topic in the book, stating that many schools claim to have tried her approach by giving full freedom to children in their classes and the result was a chaotic mess, whereas those schools were completely misinterpreting the "child's freedom" understanding.
Another myth is that Montessori children don't recognize any authority, including the teacher, and do as they like. This is also wrong, as in a normal Montessori class children respect their teacher so much that they obey to her immediately to whatever kind of inquiry she gives. And this comes out of inner respect rather than fear or authority.
This and much more is given in the book. It's a different mindset towards children's education and education as a whole. Its purpose is to use a child's powerful mind to its maximum which could bring humanity to next level.
May 16, 2015
As the happy product of a Montessori education and the parent of a new baby myself, I was interested in Montessori's own words on her educational approach. I'm glad I made the effort to get through the book, because the most interesting and relevant chapters (for what I wanted to learn about) were the last 10 or so. The book is weighted down by the pseudo-science in the first few chapters, which tries very hard to establish some basic comparisons with child development and cell development/embryology. I like the _concept_ of an infant as a blank slate, ready to "absorb" and become all that he can in the world, but I don't need Maria to try to tell me that he is literally all potential and could become anything. I loved the sections about the smallest children's desire to work, how doing the work/heavy lifting is actually what the child wants to do (and we do him no favors by "helping"), and how mostly the best thing we can do as adults is to give them opportunity to concentrate and learn on their own. I also appreciate her observations on the importance of social interaction between little children and how they will organize, correct, watch, wait, share, and learn from each other if we create the environment under which they can thrive. I am going to read more of her original texts, as well as some more modern interpretations/applications as my baby grows.
February 5, 2011
This book has been loaned out AGAIN. A friend from North Carolina just returned the book: Teaching Montessori in the Home by Hainstock; a good book; but I like the feel of reading Maria Montessori. Quoting from The Absorbent Mind:" ...Instead, the child undergoes a transformation. Impressions do not merely enter his mind; they form it. They incarnate themselves into him. The child creates his own 'mental muscles,' using for this what he finds in the world about him. We have named this type of mentality, The Absorbent Mind. ..."
This is Montessori's last book, a discussion of decades of observation of children. Not a quick read; but like getting to know someone who truely loves God's children. The true heart of Montessori method is profound respect for the fundamental dignity of every individual. While Montessori teachings are used in a wide variety of secular and religious schools, Dr. Montessori's philosophy is strongly influenced by Catholic teachings.
Ann easier read that is presently in my book shelf is the Discovery of the Child by Maria Montessori.
This is Montessori's last book, a discussion of decades of observation of children. Not a quick read; but like getting to know someone who truely loves God's children. The true heart of Montessori method is profound respect for the fundamental dignity of every individual. While Montessori teachings are used in a wide variety of secular and religious schools, Dr. Montessori's philosophy is strongly influenced by Catholic teachings.
Ann easier read that is presently in my book shelf is the Discovery of the Child by Maria Montessori.
January 25, 2021
Montessori operates with the premise that a child's mind seeks to absorb the world around it: words, ideas, processes, methods, etc. A good educator is thus less someone who guides and directs but creates the environment where a child is best able to learn (and as much as possible). Maria Montessori has a very obvious affection and respect for children which is noted in how most of critiques are directed at adults who often fail to meet up the potential of their children much to the detriment of society as a whole. I am curious about the setup of her original school's in Italy and I hope to learn more about the Montessori classroom as a space and environment.
May 1, 2022
The Absorbent Mind is a book often misconceived as one reserved only for educators. However, this book is an incredibly important work for parents, spiritual seekers, and those whose hope is to better humanity. The content of The Absorbent Mind is wholeheartedly focused on the realization of childhood and the completion of the human spirit. Through this text, you may come closer to realizing the power you and the child have to shape humanity for the better.
As an educator, may it help end your fight with the child, and open you to the flame of natural creative energy that binds us all together.
As an educator, may it help end your fight with the child, and open you to the flame of natural creative energy that binds us all together.
March 27, 2023
Montessori stresses the importance of observation, focusing on the individual needs of a child, immersing them in real-world situations, and allowing them to follow their own interests in order to stimulate learning and growth.
Through this book, readers will gain valuable insight into childhood development as well as how adults can best support children.
An essential read for parents or anyone interested in developing meaningful connections with children!
Through this book, readers will gain valuable insight into childhood development as well as how adults can best support children.
An essential read for parents or anyone interested in developing meaningful connections with children!
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