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A Criança
Maria Montessori describes the child with warmth and the exactness of a scientist. She also discusses the array of materials and techniques needed to release his learning potential.
206 pages, Kindle Edition
First published January 1, 1936
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3964 people want to read
About the author
Maria Montessori
571 books701 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 116 reviews
August 26, 2021
There are few books on children that I have read that are better than this one.
Found it very interesting that she has such a clear view of children in most ways and such a clear view that they become abnormal anti-humans and then go live lives not worthy of a human being. But then she forgets. She forgets that real men would be so much different than the adults she writes about. You can see it at the end of this brilliant brilliant book. In the last few chapters she tries to tie everything about kids in with adults and she... doesn't truly understand the problem. So the last few chapters of the book are a bust, but the rest of the book I wish everyone in the world would read.
Found it very interesting that she has such a clear view of children in most ways and such a clear view that they become abnormal anti-humans and then go live lives not worthy of a human being. But then she forgets. She forgets that real men would be so much different than the adults she writes about. You can see it at the end of this brilliant brilliant book. In the last few chapters she tries to tie everything about kids in with adults and she... doesn't truly understand the problem. So the last few chapters of the book are a bust, but the rest of the book I wish everyone in the world would read.
September 22, 2016
If you're looking for a "how-to" on the Montessori Method, this isn't it. What this book is is an exploration of the philosophical foundations of Maria Montessori's view of the child in society, based upon some of her historical experiences and study of related social research.
Although this book was published long ago, Montessori's revelation appears to be, by and large, still a secret. Sadly, it is not just a cultural secret. Even in the West, and particularly the United States, where her ideas seem to have the strongest following, the parenting and educational mainstreams seem to have done little to absorb Montessori's insights into both theory and practice. If Montessori was correct in her discovery, then it says something both appalling and demoralizing about the failure of society to integrate such important truths. So, what is this "secret"?
The secret of childhood is that it is a period of time during which the child works, not to assimilate himself into society, but to assimilate himself into himself. We hear echoes of Max Stirner (1806-1856, Germany) in Maria Montessori (1870-1952, Italy), for example, compare Stirner,
school is to be life and there, as outside of it, the self-revelation of the individual is to be the task… only freedom is equality… we need from now on a personal education (not the impressing of convictions)… knowledge must die and rise again as will and create itself anew each day as a free person.
to Montessori,
Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as something lacking an inner guide and in constant need of direction... the adult makes himself the touchstone of what is good and evil in the child. He is infallible, the model upon which the child must be molded... An adult who acts this way... unconsciously suppresses the development of the child's own personality.
or to Montessori's son, Mario, from the preface,
Man has discovered flight, he has discovered atomic energy, but he has failed to discover himself.
or to Margaret Stephenson, a Montessori instructor, from the foreword,
How can one learn through group play what it means to be a mother, father, space pilot, dog, when one does not yet know what it mean's to be one's self?
This psychic development of the child, a "universal" as Montessori puts it, into an individuated person, the man, unfolds along a predetermined path dictated by nature.
Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
That is not to say that man's childhood development is deterministic, but that there is a logic and a succession of predictable stages and events to it, much like a caterpillar becomes a cocoon and then a butterfly.
The place an animal will have in the universe can be seen at birth. We know that one animal will be peaceful since it is a lamb, that another will be fierce because it is a lion cub, that one insect will toil without ceasing since it is an ant, and that another will do nothing but sing in solitude since it is a locust. And just as the lower animals, so the newly born child has latent psychic drives characteristic of its species... A child develops not simply as a member of the human species, but as a person.
And the implication of this fact is that the child, in his childhood, has special needs during this period of development which will allow this process of psychic development to occur without obstruction or injury, ranging from the suitability of his environment, to the tools and instruments he has at his use, to the way he is interacted with and communicated with by adults, who he sees as omnipotent, almost magical, beings of power and authority. (Isn't it funny to stop for a moment and consider how sure of ourselves and the nature and limits of the adults around us we are, and how truly mysterious any of this was when we first made our way into the world as small children? Just ponder that for a moment if you're having trouble grasping the significance of Montessori's "secret".)
What are some of these differences and needs between children and adults? The first is understanding the significance of work to each. For adults, work is a means to obtain a fixed and known goal, and the general idea is to work efficiently, that is, to get the highest yield in terms of outcome for the smallest amount of resources and energy expended. But for children, the purpose of work is to learn about the self-- work is not performed to obtain an income, or to be fed, or to avoid a threat, but rather work is performed to experience the psychic benefit of knowing how to perform the work.
An adult walks to reach some external goal and he consequently heads straight for it... An infant, one the other hand, walks to perfect his own proper functions, and consequently his goal is something creative within himself.
In working, a child applies their intellect to the world, they come to understand their power and ability as a person to influence and change the world more to their liking, a fact that mature adults take for granted.
His hands under the guidance of his intellect transform this environment and thus enable him to fulfill his mission in the world.
Because of this, a child may be seen to work "aimlessly", or "inefficiently", or "incompetently", but this observation is made from the point of view of an adult which is not applicable to the child and their psychic purpose in working. Montessori relates how adults who are finished working are typically tired and in need of rest or recreational stimulation, whereas children who are finished working are exhilarated and self-satisfied at accomplishing whatever it was inside of their psyche that compelled them to perform their work.
Another need is the need for separate property. Children exist in a world created by adults, for the benefit of adults and adults can be capricious with their property and arrangements in ways that are befuddling and intimidating to children. Everything in the child's world (for example, in the home) belongs to the adults-- the furniture, which is sized for the adults; the dishware and glassware and silverware, which is sized for the adults; the books, the clothes, the walls, the art, even the pets!
[An adult is tempted to overvalue his material possessions when they're being handled by a child, such as with a glass of water being carried by his child.] The adult who does this may even be very wealthy and intent upon increasing his fortunes many times over in order to make his son still more wealthy than himself. But for the moment he esteems a glass as something of greater value than the child's activity and seeks to prevent its being broken [and so interferes needlessly with the child's development in stopping him from his activity with the glass].
Montessori describes the adults as "kings", who may of occasion grant the child a right to temporary use of the king's property, but never the right to possess the property themselves.
An adult, however high or low he may be, is always a powerful being in comparison with a child.
The child can feel as if it lives only at the mercy and privilege of the king. The child is constantly being instructed and informed how to use something, what to touch and what not to touch, to keep away from this or to go be near that. The child needs some of its own things, in sizes and qualities specific to its uses, so that it may explore and understand and "work" in the world around itself without constantly being in conflict with the adults.
An adult is constantly interrupting the child and breaking into his environment. This powerful being directs the child's life without ever consulting the child himself. And this lack of consideration makes the child think that his own activities are of no value.
A final need is for adults to appreciate the differences in perceptive faculties of children, who, as Montessori describes, pay attention to details not just different in magnitude, but in kind.
A child's psychic personality is far different from our own, and it is different in kind and not simply degree.
Adults are accustomed to looking at the world and paying attention to details in a particular way based upon their individual goals, ambitions, professional outlook, educational level, etc. etc. But children often pay attention to details quite differently, and in ways that conflict with adult perceptions or treat them as non-sensical or unimportant.
Children an adults are in possession of two different mental outlooks... Adults frequently attempt to point out ordinary objects to three- or four-year-old children as if they had never seen anything before. But this must have the same effect on a child as one shouting at another whom he thinks to be deaf [who is not so].
An adult may wish to draw a child's attention to the beach and the ocean, but the child is fascinated by a tiny bug crawling across the sand. Adults are often quick to pass judgment on the child in these moments, as if they are "wrong" for not being interested in what the adult wants them to be interested in, or even questioning their intelligence or development when they seem incapable of taking such an interest. But as with work, observation serves a different purpose for the child than for the adult-- it is not to satisfy his desire for recreation, or to attend to a productive goal, but to stimulate his psyche according to these innate, natural needs of his development.
Here are some other interesting quotes I collected:
The child is a universal... There is, in reality, only the child of all times, of all races, heir to tradition, hander-on of history, crucible of culture, pathway to peace.
The absorption of culture, of customs, of ideas, ideals, of sentiments, feelings, emotions, religion, take place during the period of the absorbent mind, in the child from zero to six.
We should try to understand that there is an intelligible reason behind a child's activities. He does nothing without some reason, some motive... A child does not simply run, jump and handle things without purpose and thus create havoc about the house... Knowledge always precedes movement. When a child wishes to do something, he knows beforehand what it is. [A very Misesian idea!]
An adult's avarice, which makes him jealously defend whatever he owns, is concealed under "the duty of properly educating one's child." [What Stirner would refer to as a "spook", or a mental hobgoblin an adult uses to frighten his own psyche and thus prevent himself for taking ownership over his actions.]
When a child moves slowly, an adult feels compelled to intervene by substituting his own activity for that of the child. But in acting thus an adult, instead of assisting a child in his psychic needs, substitutes himself in all the actions which the child would like to carry out by himself.
What an adult tells a child remains engraved on his mind as if it had been cut in marble.
When a child is disobedient or has a tantrum an adult should always call to mind the conflict and try to interpret it as a defense of some unknown vital activity necessary for the child's development.
Toys furnish a child with an environment that has no particular goal and, as a consequence, they cannot provide it with any real mental concentration but only illusions.
Before anyone can assume a responsibility, he must be convinced that he is the master of his own actions and have confidence in himself.
I enjoyed reading this book, it stimulated MY psyche and made an impression upon me in terms of how much more there is to think and know about this subject than what I possess currently. I also enjoyed the archaicness of it, Montessori writes like a civilized person of years gone by, speaking articulately and frankly about the world around her without apology and with much conviction and passion for her subject, something which doesn't seem to exist anymore in our world of sterile, clinical academics reluctant to take a position on anything of import. But it was not always an easy read and it was fairly repetitious. I will likely come back to the book at some point to re-read certain passages that I found hard to appreciate without an experience of raising a child myself. Yet, I wouldn't recommend this as an "essential" title for someone looking to up their parenting game unless I already knew they were more philosophical in their approach.
3/5
Although this book was published long ago, Montessori's revelation appears to be, by and large, still a secret. Sadly, it is not just a cultural secret. Even in the West, and particularly the United States, where her ideas seem to have the strongest following, the parenting and educational mainstreams seem to have done little to absorb Montessori's insights into both theory and practice. If Montessori was correct in her discovery, then it says something both appalling and demoralizing about the failure of society to integrate such important truths. So, what is this "secret"?
The secret of childhood is that it is a period of time during which the child works, not to assimilate himself into society, but to assimilate himself into himself. We hear echoes of Max Stirner (1806-1856, Germany) in Maria Montessori (1870-1952, Italy), for example, compare Stirner,
school is to be life and there, as outside of it, the self-revelation of the individual is to be the task… only freedom is equality… we need from now on a personal education (not the impressing of convictions)… knowledge must die and rise again as will and create itself anew each day as a free person.
to Montessori,
Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as something lacking an inner guide and in constant need of direction... the adult makes himself the touchstone of what is good and evil in the child. He is infallible, the model upon which the child must be molded... An adult who acts this way... unconsciously suppresses the development of the child's own personality.
or to Montessori's son, Mario, from the preface,
Man has discovered flight, he has discovered atomic energy, but he has failed to discover himself.
or to Margaret Stephenson, a Montessori instructor, from the foreword,
How can one learn through group play what it means to be a mother, father, space pilot, dog, when one does not yet know what it mean's to be one's self?
This psychic development of the child, a "universal" as Montessori puts it, into an individuated person, the man, unfolds along a predetermined path dictated by nature.
Childhood constitutes the most important element in an adult's life, for it is in his early years that a man is made.
That is not to say that man's childhood development is deterministic, but that there is a logic and a succession of predictable stages and events to it, much like a caterpillar becomes a cocoon and then a butterfly.
The place an animal will have in the universe can be seen at birth. We know that one animal will be peaceful since it is a lamb, that another will be fierce because it is a lion cub, that one insect will toil without ceasing since it is an ant, and that another will do nothing but sing in solitude since it is a locust. And just as the lower animals, so the newly born child has latent psychic drives characteristic of its species... A child develops not simply as a member of the human species, but as a person.
And the implication of this fact is that the child, in his childhood, has special needs during this period of development which will allow this process of psychic development to occur without obstruction or injury, ranging from the suitability of his environment, to the tools and instruments he has at his use, to the way he is interacted with and communicated with by adults, who he sees as omnipotent, almost magical, beings of power and authority. (Isn't it funny to stop for a moment and consider how sure of ourselves and the nature and limits of the adults around us we are, and how truly mysterious any of this was when we first made our way into the world as small children? Just ponder that for a moment if you're having trouble grasping the significance of Montessori's "secret".)
What are some of these differences and needs between children and adults? The first is understanding the significance of work to each. For adults, work is a means to obtain a fixed and known goal, and the general idea is to work efficiently, that is, to get the highest yield in terms of outcome for the smallest amount of resources and energy expended. But for children, the purpose of work is to learn about the self-- work is not performed to obtain an income, or to be fed, or to avoid a threat, but rather work is performed to experience the psychic benefit of knowing how to perform the work.
An adult walks to reach some external goal and he consequently heads straight for it... An infant, one the other hand, walks to perfect his own proper functions, and consequently his goal is something creative within himself.
In working, a child applies their intellect to the world, they come to understand their power and ability as a person to influence and change the world more to their liking, a fact that mature adults take for granted.
His hands under the guidance of his intellect transform this environment and thus enable him to fulfill his mission in the world.
Because of this, a child may be seen to work "aimlessly", or "inefficiently", or "incompetently", but this observation is made from the point of view of an adult which is not applicable to the child and their psychic purpose in working. Montessori relates how adults who are finished working are typically tired and in need of rest or recreational stimulation, whereas children who are finished working are exhilarated and self-satisfied at accomplishing whatever it was inside of their psyche that compelled them to perform their work.
Another need is the need for separate property. Children exist in a world created by adults, for the benefit of adults and adults can be capricious with their property and arrangements in ways that are befuddling and intimidating to children. Everything in the child's world (for example, in the home) belongs to the adults-- the furniture, which is sized for the adults; the dishware and glassware and silverware, which is sized for the adults; the books, the clothes, the walls, the art, even the pets!
[An adult is tempted to overvalue his material possessions when they're being handled by a child, such as with a glass of water being carried by his child.] The adult who does this may even be very wealthy and intent upon increasing his fortunes many times over in order to make his son still more wealthy than himself. But for the moment he esteems a glass as something of greater value than the child's activity and seeks to prevent its being broken [and so interferes needlessly with the child's development in stopping him from his activity with the glass].
Montessori describes the adults as "kings", who may of occasion grant the child a right to temporary use of the king's property, but never the right to possess the property themselves.
An adult, however high or low he may be, is always a powerful being in comparison with a child.
The child can feel as if it lives only at the mercy and privilege of the king. The child is constantly being instructed and informed how to use something, what to touch and what not to touch, to keep away from this or to go be near that. The child needs some of its own things, in sizes and qualities specific to its uses, so that it may explore and understand and "work" in the world around itself without constantly being in conflict with the adults.
An adult is constantly interrupting the child and breaking into his environment. This powerful being directs the child's life without ever consulting the child himself. And this lack of consideration makes the child think that his own activities are of no value.
A final need is for adults to appreciate the differences in perceptive faculties of children, who, as Montessori describes, pay attention to details not just different in magnitude, but in kind.
A child's psychic personality is far different from our own, and it is different in kind and not simply degree.
Adults are accustomed to looking at the world and paying attention to details in a particular way based upon their individual goals, ambitions, professional outlook, educational level, etc. etc. But children often pay attention to details quite differently, and in ways that conflict with adult perceptions or treat them as non-sensical or unimportant.
Children an adults are in possession of two different mental outlooks... Adults frequently attempt to point out ordinary objects to three- or four-year-old children as if they had never seen anything before. But this must have the same effect on a child as one shouting at another whom he thinks to be deaf [who is not so].
An adult may wish to draw a child's attention to the beach and the ocean, but the child is fascinated by a tiny bug crawling across the sand. Adults are often quick to pass judgment on the child in these moments, as if they are "wrong" for not being interested in what the adult wants them to be interested in, or even questioning their intelligence or development when they seem incapable of taking such an interest. But as with work, observation serves a different purpose for the child than for the adult-- it is not to satisfy his desire for recreation, or to attend to a productive goal, but to stimulate his psyche according to these innate, natural needs of his development.
Here are some other interesting quotes I collected:
The child is a universal... There is, in reality, only the child of all times, of all races, heir to tradition, hander-on of history, crucible of culture, pathway to peace.
The absorption of culture, of customs, of ideas, ideals, of sentiments, feelings, emotions, religion, take place during the period of the absorbent mind, in the child from zero to six.
We should try to understand that there is an intelligible reason behind a child's activities. He does nothing without some reason, some motive... A child does not simply run, jump and handle things without purpose and thus create havoc about the house... Knowledge always precedes movement. When a child wishes to do something, he knows beforehand what it is. [A very Misesian idea!]
An adult's avarice, which makes him jealously defend whatever he owns, is concealed under "the duty of properly educating one's child." [What Stirner would refer to as a "spook", or a mental hobgoblin an adult uses to frighten his own psyche and thus prevent himself for taking ownership over his actions.]
When a child moves slowly, an adult feels compelled to intervene by substituting his own activity for that of the child. But in acting thus an adult, instead of assisting a child in his psychic needs, substitutes himself in all the actions which the child would like to carry out by himself.
What an adult tells a child remains engraved on his mind as if it had been cut in marble.
When a child is disobedient or has a tantrum an adult should always call to mind the conflict and try to interpret it as a defense of some unknown vital activity necessary for the child's development.
Toys furnish a child with an environment that has no particular goal and, as a consequence, they cannot provide it with any real mental concentration but only illusions.
Before anyone can assume a responsibility, he must be convinced that he is the master of his own actions and have confidence in himself.
I enjoyed reading this book, it stimulated MY psyche and made an impression upon me in terms of how much more there is to think and know about this subject than what I possess currently. I also enjoyed the archaicness of it, Montessori writes like a civilized person of years gone by, speaking articulately and frankly about the world around her without apology and with much conviction and passion for her subject, something which doesn't seem to exist anymore in our world of sterile, clinical academics reluctant to take a position on anything of import. But it was not always an easy read and it was fairly repetitious. I will likely come back to the book at some point to re-read certain passages that I found hard to appreciate without an experience of raising a child myself. Yet, I wouldn't recommend this as an "essential" title for someone looking to up their parenting game unless I already knew they were more philosophical in their approach.
3/5
April 16, 2017
I marked it 5 because reading this book was an excellent journey towards the children's world! I learned a lot about the children's psychological needs and about their world. I was really astonished that this book was written more than 100 years ago because unfortunately Maria Montessori deliberately and accurately addressed problems our schools still suffer from. The Montessori method gives a lot of solutions for the problems in our schools. I truly wish that this method will be more adopted by schools in the Arab world because education should be way more than giving students knowledge and sending them home!!!
May 7, 2015
أول كتاب من مجموعه ماريا منتسورى أقراه أخد منى وقت كبير على ما قريته يمكن لان ديه اول مره أقرأ كتاب بالعمق ده ولان قرأتى معظمها كانت من الروايات بشكل عام الكتاب فى معلومات كتير عن طريقة ماريا منتسورى يمكن قرأت معظمها قبل كده بس كان فيه ومضات بين السطور كده عجبتنى ��وى ومن اكتر الجزئيات اللى شدتنى فى الكتاب الفصل اللى بيتكلم عن بيوت الاطفال وازاى بدات معاهم منتسورى من الصفر وتطورهم السلوكى والتعليمى وازاى تحولوا الى أطفال كالكبار فى تصرفاتهم
February 23, 2019
الكتاب اجمالا مهم جدا لكل من يتعامل مع الاطفال و خاصة المهتمون بطريقة منتيسوري في التربية و لكنه فلسفي نوعا ما ملئ بالنظريات التربوية و الابعاد الفلسفية. مما يجعل به صعوبة للقارئ العادي او الاشخاص اللذين يميلون للاطلاع علي المختصر المفيد
November 18, 2024
Wah, buku ini adalah buku yang paling fokus pada penjelasan paling mendasar dari filosofi Montessori dari Ibu Maria Montessori. Dari buku ini, saya jadi terbuka matanya dengan nilai-nilai awal dari Ibu Maria Montessori dan pandangannya tentang dunia anak. Secara umum, judul buku ini sangat sesuai menggambarkan apa tulisan yang ada di dalamnya. Bagi saya, buku ini cukup berat dan sulit untuk dipahami (bisa jadi karena pengaruh translasi bahasa atau memang layaknya buku filsafat lain). Meski saya terseok-seok berusaha memahami, sedikit banyak saya mulai bisa menangkap kerangka pikir Ibu Maria Montessori terhadap dunia anak. Sebuah buku yang saya kira baik karena mengingatkan pembaca untuk memahami filosofi, sehingga pemahaman akan pendekatan Montessori tidak langsung lompat ke tataran penerapannya dalam kehidupan sehari-hari.
September 16, 2017
Cho 3 sao vì nó cứu rỗi mình trong giờ quốc phòng, khi mình cảm thấy bản thân đúng là đứa trẻ khốn khổ bị giam kín trong bốn bức ván như lời tác giả nói.
Đùa chứ, mình có phần không thích cuốn này cũng vì tác giả viết về trẻ con với giọng văn thiêng liêng quá mức, nhiều chỗ hơi cực đoan và áp đặt. Nhưng sách cũng có một số điều cũng thú vị,nếu mai này có con vẫn còn nhớ thì sẽ bớt làm khổ con khổ mình, ví dụ như lý do trẻ ăn chậm, hay vì sao trẻ dễ mất tập trung,v.v.
Còn những triết lý giáo dục gắn với tôn giáo thì mình chịu, không cảm được.
Đùa chứ, mình có phần không thích cuốn này cũng vì tác giả viết về trẻ con với giọng văn thiêng liêng quá mức, nhiều chỗ hơi cực đoan và áp đặt. Nhưng sách cũng có một số điều cũng thú vị,nếu mai này có con vẫn còn nhớ thì sẽ bớt làm khổ con khổ mình, ví dụ như lý do trẻ ăn chậm, hay vì sao trẻ dễ mất tập trung,v.v.
Còn những triết lý giáo dục gắn với tôn giáo thì mình chịu, không cảm được.
January 9, 2021
çocuğun bakış açısından bakarak yetişkine çok şey öğretiyor montessori. ama bu kitabında felsefesini sık sık hristiyanlığa bağlamış. :/
March 21, 2017
Excellent read.
This is my first exposure to Dr Montessori's pedagogy and her philosophy with regards to children. It is so refreshing and eye-opening. In particular, I enjoyed reading and learning about the "sensitive periods," the rhythm of the child, and observations about children which led to the development of her "Method."
The short chapter on The Spiritual Preparation of the Teacher serves as a very good examination of conscience for teachers of young children, as well as for parents.
Bonus: Dr Montessori, as a devout Catholic, lets her faith guide and pervade her vision and writing. Beautiful analogies.
This is my first exposure to Dr Montessori's pedagogy and her philosophy with regards to children. It is so refreshing and eye-opening. In particular, I enjoyed reading and learning about the "sensitive periods," the rhythm of the child, and observations about children which led to the development of her "Method."
The short chapter on The Spiritual Preparation of the Teacher serves as a very good examination of conscience for teachers of young children, as well as for parents.
Bonus: Dr Montessori, as a devout Catholic, lets her faith guide and pervade her vision and writing. Beautiful analogies.
September 27, 2018
Maria Montessori was brilliant. I wish she were still alive today so that we could glean from her wisdom on current topics of debate. This book shared some similar principles I read in The Conscious Parent, but this book was written almost 100 years ago.
In this book, she shares with us the secret of childhood, which is essentially: The child knows what they are doing, and we should not interrupt them from their work. We should only be there to give them love and encouragement, and keep them from harm.
“It is evident that society should lavish upon children the greatest care so that it may in turn receive from the child new energies and potentialities.”
In this book, she shares with us the secret of childhood, which is essentially: The child knows what they are doing, and we should not interrupt them from their work. We should only be there to give them love and encouragement, and keep them from harm.
“It is evident that society should lavish upon children the greatest care so that it may in turn receive from the child new energies and potentialities.”
November 6, 2022
Un livre intéressant pour comprendre la proposition pédagogique de Maria Montessori. J'ai sauté plusieurs passages trop emprunts de spiritualités ou de psychanalyses. Ces observations sont passionnantes.
April 23, 2025
Leitura difícil: o estilo de Maria Montessori é pouco acessível e por vezes indecifrável. E. g.: « Pour arriver à interpréter les déviations, il faut se souvenir que, dans le concept de l'incarnation, l'énergie psychique doit s'incarner dans le mouvement et constituer la personnalité agissante. Si l'unité n'a pu se réaliser à cause de la substitution de l'adulte à l'enfant, ou à cause du manque de motifs d'activité dans l'ambiance, les deux éléments sont forcés de se développer séparément ; il en résulte l'homme déséquilibré. » (p.151) Parágrafos incompreensíveis como este por vezes sucedem-se uns aos outros.
Algumas ideias-chave da teoria de Montessori :
« Les enfants sont les prisonniers d'une civilisation construite exclusivement par l'adulte pour le bien de l'adulte, qui se resserre toujours davantage, ne laissant à la liberté de l'enfant qu'un espace progressivement réduit. » (p.68)
O respeito pela natureza da criança (por exemplo, no sono: a criança deve poder dormir e acordar quando quiser, não se lhe deve impor um horário) é fundamental, na mentalidade de Montessori.
« Renoncer à ses propres besoins et répondre à ceux de l'être en voie de formation, telle est la ligne de conduite qui devrait être celle de l'adulte. » (p.70)
« Un homme est caché, un enfant inconnu, un être vivant séquestré, qu'il faut libérer. C'est le devoir le plus urgent de l'éducation ; et, dans ce sens, libérer, c'est connaître ; il s'agit donc de découvrir l'inconnu. (...) En préparant un milieu adapté au développement vital, la manifestation psychique naturelle doit se produire spontanément, amenant la révélation du secret de l'enfant. » (p.93)
« Notre méthode d'éducation est caractérisée précisément par l'importance qu'elle attribue à l'ambiance. La figure du maître a été une des innovations qui ont suscité le plus d'intérêt et le plus de discussions : de ce maître passif, qui fait tomber devant l'enfant l'obstacle de sa propre activité, de sa propre autorité, qui se satisfait de le voir agir et progresser tout seul, sans s'en attribuer le mérite. Une autre caractéristique essentielle de notre méthode est le respect de la personnalité de l'enfant, à un degré encore jamais atteint. (...) le maître sans chaire, sans autorité, presque sans enseignement ; et l'enfant devenu le centre de l'activité, qui apprend tout seul, libre dans le choix de ses occupations et de ses mouvements. » (p.94)
« On ne voit pas la méthode. Ce qu'on voit, c'est l'enfant. On voit l'âme de l'enfant qui, libéré des obstacles, agit selon sa nature propre. (...) La vie psychique est si mobile que ces caractères peuvent brusquement disparaître, quand les conditions de l'ambiance ne sont pas propices ; d'autres caractères se substituent au premier. Aussi est-il nécessaire, avant de procéder à toute tentative d'éducation, d'établir dans l'ambiance les conditions les plus favorables à l'éclosion des caractères normaux profonds. Il suffit, pour réaliser cette ambiance favorable, d'éloigner les obstacles, et c'est là le premier pas à faire, les bases même de l'éducation. Il ne s'agit donc pas seulement de développer les caractères existants, mais, avant tout, de découvrir la nature ; ce n'est qu'alors que l'on peut faciliter le développement du caractère normal. » (p.134) Ce qui a fait dire à certains que « Maria Montessori est l'héritière des idées pédagogiques de Jean-Jacques Rousseau » (quatrième de couverture).
Espero pelo livro de Catherine L'Écuyer ( Montessori ante el legado de Rousseau) para ter uma exposição sistemática do método montessoriano e perceber as suas implicações.
Algumas ideias-chave da teoria de Montessori :
« Les enfants sont les prisonniers d'une civilisation construite exclusivement par l'adulte pour le bien de l'adulte, qui se resserre toujours davantage, ne laissant à la liberté de l'enfant qu'un espace progressivement réduit. » (p.68)
O respeito pela natureza da criança (por exemplo, no sono: a criança deve poder dormir e acordar quando quiser, não se lhe deve impor um horário) é fundamental, na mentalidade de Montessori.
« Renoncer à ses propres besoins et répondre à ceux de l'être en voie de formation, telle est la ligne de conduite qui devrait être celle de l'adulte. » (p.70)
« Un homme est caché, un enfant inconnu, un être vivant séquestré, qu'il faut libérer. C'est le devoir le plus urgent de l'éducation ; et, dans ce sens, libérer, c'est connaître ; il s'agit donc de découvrir l'inconnu. (...) En préparant un milieu adapté au développement vital, la manifestation psychique naturelle doit se produire spontanément, amenant la révélation du secret de l'enfant. » (p.93)
« Notre méthode d'éducation est caractérisée précisément par l'importance qu'elle attribue à l'ambiance. La figure du maître a été une des innovations qui ont suscité le plus d'intérêt et le plus de discussions : de ce maître passif, qui fait tomber devant l'enfant l'obstacle de sa propre activité, de sa propre autorité, qui se satisfait de le voir agir et progresser tout seul, sans s'en attribuer le mérite. Une autre caractéristique essentielle de notre méthode est le respect de la personnalité de l'enfant, à un degré encore jamais atteint. (...) le maître sans chaire, sans autorité, presque sans enseignement ; et l'enfant devenu le centre de l'activité, qui apprend tout seul, libre dans le choix de ses occupations et de ses mouvements. » (p.94)
« On ne voit pas la méthode. Ce qu'on voit, c'est l'enfant. On voit l'âme de l'enfant qui, libéré des obstacles, agit selon sa nature propre. (...) La vie psychique est si mobile que ces caractères peuvent brusquement disparaître, quand les conditions de l'ambiance ne sont pas propices ; d'autres caractères se substituent au premier. Aussi est-il nécessaire, avant de procéder à toute tentative d'éducation, d'établir dans l'ambiance les conditions les plus favorables à l'éclosion des caractères normaux profonds. Il suffit, pour réaliser cette ambiance favorable, d'éloigner les obstacles, et c'est là le premier pas à faire, les bases même de l'éducation. Il ne s'agit donc pas seulement de développer les caractères existants, mais, avant tout, de découvrir la nature ; ce n'est qu'alors que l'on peut faciliter le développement du caractère normal. » (p.134) Ce qui a fait dire à certains que « Maria Montessori est l'héritière des idées pédagogiques de Jean-Jacques Rousseau » (quatrième de couverture).
Espero pelo livro de Catherine L'Écuyer ( Montessori ante el legado de Rousseau) para ter uma exposição sistemática do método montessoriano e perceber as suas implicações.
This entire review has been hidden because of spoilers.
October 4, 2020
Took too much time to finish the book. Probably because, it required more time to digest what Maria Montessori was telling.
As said in one of the reviews, this book is all about the philosophical basis for Montessori's method. "The normalisation of child happens only through the work he does with complete involvement, the instinct to which already exists in the child", can be taken as one of the basis for Monetossri's method.
When I kept on reading the book, i got to see in myself so much of unconscious errors (I believe them to be errors). As Monetsorry points out, 'hand' is one of the accessories which human has got for the extension of his intellect. But, I was very anxious when my sister's daughter was moving around the house and unknowingly I would utter each time when I see her checking something - 'don't touch that', 'don't touch this'. And, yes, it is true that we value things more than a child, as Montessory points out.
It was a testing period for me. I knew I was doing wrong, but was unable to correct myself. Such is the mind of an adult, so strong in always opposing what a child does.
The book made me think for a while, questioning my stand on children, childhood at each point. I liked the saying of Montessori - 'pride was man's first sin'. It is not me who is creating a man out a child. It is child himself who has to create a man out of himself against all the odds of his environment!
As said in one of the reviews, this book is all about the philosophical basis for Montessori's method. "The normalisation of child happens only through the work he does with complete involvement, the instinct to which already exists in the child", can be taken as one of the basis for Monetossri's method.
When I kept on reading the book, i got to see in myself so much of unconscious errors (I believe them to be errors). As Monetsorry points out, 'hand' is one of the accessories which human has got for the extension of his intellect. But, I was very anxious when my sister's daughter was moving around the house and unknowingly I would utter each time when I see her checking something - 'don't touch that', 'don't touch this'. And, yes, it is true that we value things more than a child, as Montessory points out.
It was a testing period for me. I knew I was doing wrong, but was unable to correct myself. Such is the mind of an adult, so strong in always opposing what a child does.
The book made me think for a while, questioning my stand on children, childhood at each point. I liked the saying of Montessori - 'pride was man's first sin'. It is not me who is creating a man out a child. It is child himself who has to create a man out of himself against all the odds of his environment!
March 27, 2023
The Secret of Childhood is an eye-opening read that explores the importance of play and nurturing in a child's life. Montessori encourages readers to approach childhood from a whole new perspective, emphasizing respect, freedom, and exploration as core values in fostering healthy development. This book challenges traditional approaches to parenting and offers valuable lessons.
An essential read for anyone interested in learning more about childhood development and growing with children.
An essential read for anyone interested in learning more about childhood development and growing with children.
August 8, 2020
Este libro me encantó. Y siento que deberia leerlo toda madre y padre que van a ser padres por vez primera. Tambien todo maestro y maestra. Es un libro que me ha enseñado mucho sobre los niños y su forma de actuar, me ha enseñado a tratar mejor a los niños y niñas, entenderlos y comprenderlos. Super recomendado
November 21, 2023
“And from the torpor of indifference is born the weariness of labor.”
“The perfection of man’s works is not to be measured by man’s own personal needs but by the mysterious designs of his instinct to work.”
“A child’s parents are not his makers but his guardians.”
“The perfection of man’s works is not to be measured by man’s own personal needs but by the mysterious designs of his instinct to work.”
“A child’s parents are not his makers but his guardians.”
February 8, 2020
Gerçekten bir baş yapıt. Anne olmadan önce bütün ebeveynlerin okuması satır satır benimsemesi belki de ders olarak okutulması gereken bir kitap. Eğer bugün “ne oldu bu insanlığa,nereye gidiyoruz?” Diyorsanız muhakkak okuyun. O muhteşem Doğum olayını en başında ne kadar yanlış anlayıp ne kadar yanlış davrandığımıza şaşıracaksınız. Tabi benzeri yaklaşımları daha önce benimseyip bebeğine doğanın mucizesi yorgun küçük bir insan gözüyle bakan anne babalar bir nebze pişman olmadan okuyabilir. Lütfen okuyun. Okutun.
October 26, 2019
لأن "عظمة الشخصيّة الإنسانيّة تبدأ منذ ساعة الولادة" تمنحنا منتسوري في كتابها "العقل المستوعب" مفاتيح المعرفه بالإضافة للدّور الأساسي للطّفل في إعادة بِناء العالم، حيث أننا نسعى بكل جهودنا للسّير نحو التغيير دون إدراك حقيقي لقوى الطّفل الكامنه، ثمّة كنوز مخبوءة في عالم الطفولة تشير إليها مونتيسوري في هذا الكتاب، حان الوقت الآن لإكتشافها!
يضمّ الكتاب مراحل التطور الجسدي والرّوحي للطّفل منذ يوم ولادته، كما يتحدّث عن سماته وتطوره الإدراكي، بالإضافة للتطرّق لدورالتعليم والمعلّم حيث يوضّح الكتاب فكرة كيف"ان التعليم ليس شيئا يقوم به المدرس بل انه عملية طبيعية تتطور تلقائيا داخل الكائن البشري و لا نحصل عليها بالاصغاء الى كلمات بل بفضل الخبرات التي يعمل فيها الطفل داخل محيطه"
وتؤكد د. ماريّا مونتسوري على قدرة الطّفل على تعليم نفسه بنفسه بالإضافة لتطور المخ، واليد، واللغة، والحركة، والمراحل المختلفة، التي يمر بها الطفل مثل إمتصاص البيئة، ومُحاكاتها.. موضّحة ماهيّة عمل المدرس وكون دوره مقتصر على اعداد و ترتيب مجموعات من الحوافز للنشاط الثقافي في بيئة خاصة يتم اعدادها للطفل.
ويعدّ فهم المستويات الثلاث للطاعة من أساسيّات التربية التي تحدّث عنها الكتاب بشكل مفصّل، بهدف الوصول لإرشاد الطفل بطريقة مثاليّه، حيث أنّ مشكلة التشتت بين "الطاعة والإرادة" و"الإنضباط والحرية" موجودة باستمرار بين الآباء والأبناء.. ويُساعد الفهم العميق لهذه المشكلة في تخطيها والتّعامل معها بطريقة صحيحة بهدف الوصول لنوع مختلف من الأطفال غير مشوّش في تلك النّاحية.
أشار الكتاب في نقطة مهمّة في معوقات النمو حيث تحدّث عن أهميّة تدريب المعلّم الذي عليه أن يُساعد الطفل، ولم يقصد تعليم الأفكار بل تدريب للشخصيّة وإعداد للرّوح الذي عليها أن تتسم باللطف كلما سنحت الفرصة بذلك مع الطّفل.
بالإضافة لذلك يتحدث الكتاب عن الإحتياج للتحرّك عند الطّفل، معوّقات النّمو، وكيف يمكن تكوين السّمات الشخصيّة للطّفل.
ويضيف الكتاب للمربّي قِيمة تربويّة قيّمه ومرجع لمراحل أساسيّة مهمّه يمرّ بها الطّفل.
يضمّ الكتاب مراحل التطور الجسدي والرّوحي للطّفل منذ يوم ولادته، كما يتحدّث عن سماته وتطوره الإدراكي، بالإضافة للتطرّق لدورالتعليم والمعلّم حيث يوضّح الكتاب فكرة كيف"ان التعليم ليس شيئا يقوم به المدرس بل انه عملية طبيعية تتطور تلقائيا داخل الكائن البشري و لا نحصل عليها بالاصغاء الى كلمات بل بفضل الخبرات التي يعمل فيها الطفل داخل محيطه"
وتؤكد د. ماريّا مونتسوري على قدرة الطّفل على تعليم نفسه بنفسه بالإضافة لتطور المخ، واليد، واللغة، والحركة، والمراحل المختلفة، التي يمر بها الطفل مثل إمتصاص البيئة، ومُحاكاتها.. موضّحة ماهيّة عمل المدرس وكون دوره مقتصر على اعداد و ترتيب مجموعات من الحوافز للنشاط الثقافي في بيئة خاصة يتم اعدادها للطفل.
ويعدّ فهم المستويات الثلاث للطاعة من أساسيّات التربية التي تحدّث عنها الكتاب بشكل مفصّل، بهدف الوصول لإرشاد الطفل بطريقة مثاليّه، حيث أنّ مشكلة التشتت بين "الطاعة والإرادة" و"الإنضباط والحرية" موجودة باستمرار بين الآباء والأبناء.. ويُساعد الفهم العميق لهذه المشكلة في تخطيها والتّعامل معها بطريقة صحيحة بهدف الوصول لنوع مختلف من الأطفال غير مشوّش في تلك النّاحية.
أشار الكتاب في نقطة مهمّة في معوقات النمو حيث تحدّث عن أهميّة تدريب المعلّم الذي عليه أن يُساعد الطفل، ولم يقصد تعليم الأفكار بل تدريب للشخصيّة وإعداد للرّوح الذي عليها أن تتسم باللطف كلما سنحت الفرصة بذلك مع الطّفل.
بالإضافة لذلك يتحدث الكتاب عن الإحتياج للتحرّك عند الطّفل، معوّقات النّمو، وكيف يمكن تكوين السّمات الشخصيّة للطّفل.
ويضيف الكتاب للمربّي قِيمة تربويّة قيّمه ومرجع لمراحل أساسيّة مهمّه يمرّ بها الطّفل.
October 2, 2009
I must admit, I was a bit disappointed in this book. I was expecting it to be more along the lines of Dr. Montessori's earlier book, The Montessori Method where she went into more depth of exactly how she came to the conclusions on child development that she did. But she didn't - it was a more philosophical book on liberating the child without as many examples of how or why she came to these conclusions from things her students did or said. I often found her philosophy at odds with her professed Catholic faith - and both are very profound in this book. I kept thinking to myself, "either your religion is correct and we are all inherently evil due to original sin, even as children OR your philosophy is correct in the fact that children come to earth new and no need to be molded by adults because they inherently understand what they need to fulfill their personal development.... you just can't have it both ways."
I'm going to try to sell this book now since it won't be as much of a resource reference to me as I anticipated it would be. *crossing fingers* that Discovery of the Child will be better reading with more examples of how to 'follow the child' and not so much theory and philosophy.
I'm going to try to sell this book now since it won't be as much of a resource reference to me as I anticipated it would be. *crossing fingers* that Discovery of the Child will be better reading with more examples of how to 'follow the child' and not so much theory and philosophy.
June 12, 2018
Ještě že jsem se nenechala odradit Absorbent Mind (moje první seznámení s Montessori)! Tajuplné dětství je mnohem návodnější, praktičtější, lépe uchopitelné, stručnější. Montessori se v něm svěřuje hlavně se svými zkušenostmi s pozorováním dětí a svojí cestou k vytváření ideálních podmínek pro jejich rozvoj a otevřeně k tomu doplňuje svoje osobní komentáře - neskrývá svoje legendární neutuchající nadšení nad přirozeností dětského chování, svoje překvapení ze zkušeností popírajících v té době všeobecně přijímané představy o dětské psychice. Dokáže shrnout svoje (na tu dobu naprosto převratné) myšlenky i do stručných a výstižných doporučení pro práci s dětmi. Místy mě jen zaráželo, s jakou hořkostí Montessori mluví o všeobecných tendencích ve výchově dětí v té době. Člověk si pak mnohem víc váží toho, jak se péče o děti vyvinula, ale taky mnohem víc musí přemýšlet nad tím, co všechno z naší každodenní praxe výchovy dětí bude rodičům třeba za padesát nebo sto let připadat jako nemyslitelná zhovadilost...
Tajuplné dětství může pomoci rodičům dívat se na svoje děti z úplně jiného, mnohem laskavějšího, shovívavějšího a chápavějšího úhlu pohledu. Patří k těm málo skvostům mezi knižkami o výchově, které dokážou i zabedněnějším jedincům pootevřít oči.
Tajuplné dětství může pomoci rodičům dívat se na svoje děti z úplně jiného, mnohem laskavějšího, shovívavějšího a chápavějšího úhlu pohledu. Patří k těm málo skvostům mezi knižkami o výchově, které dokážou i zabedněnějším jedincům pootevřít oči.
January 31, 2021
Un punct de vedere radical in cresterea copiilor. Sunt de acord ca trebuie sa dam mai multa importanta in modul in care crestem copiii. Nu avem dreptul sa ridicam mana la ei sau sa urlam. Autoarea si-a dedicat intreaga viata in studierea copiilor. Imi place ca face referire si la alte specii si face legatura cu alte domenii (medicina, religie, psihologie, etc.)
De retinut : Ajuta-ma sa fac singur!
“
Sentimentul pe care trebuie sa il avem fata de un copil nou-nascut nu este compasiunea pe care o simtim fata de cei bolnavi si slabi, ci respect fata de misterul creatiei, fata de secretul formei pe care o ia in mod obligatoriu.
Copilul are o aptitudine creatoare, o energie potentiala care il face capabil sa construiasca o lume mentala din lumea inconjuratoare.
Pe parcursul dezvoltarii sale psihice, copilul realizeaza lucruri atat de minunate, incat sunt aproape miraculoase si numai obisnuita ne face sa fim spectatori indiferenti.
Singurul indiciu exterior al starii de sensibilitate a copilului este zambetul lui, bucuria lui evidenta atunci cand ii vorbim cu cuvinte scurte, pronuntate clar, astfel incat sa poata distinge sunetele asa cum distingem noi clinchetul clopoteilor.
Capriciozitatea este expresia unei tulburari interne si a unei nevoi nesatisfacute, a unei stari de tensiune; sufletul copilului striga duca ceea ce are nevoie si incearca sa se apere.
Pus copilasul undeva mai sus, intr-un plan usor inclinat, astfel incat sa poata domina cel putin mediul din camera lui, sau in gradina. Scenele pe care le exploreaza trebuie sa fie aceleasi mult timp.
Copiii mici de un an si jumatate au ceva ce se manifesta obscur si mai inainte: au nevoie de ordine in mediul lor.
Exista o perioada in cel de-al doilea an de viata in care natura conduce mintea spre stadii succesive pentru a-si completa cunostintele despre obiectele din mediul inconjurator.
Copiii care vad cele mai mici detalii in realitatea lor probabil ca se uita la noi, care ne proiectam propria sinteza mentala in ceea ce vedem, ca la niste creaturi inferioare, niste oameni incapabili care nu stiu cum sa priveasca lucrurile.
Dormit pe jos sa se poata da singur jos din pat, sa nu fie ingradit in tarc sau premergator. Intre varsta de un an si jumate si doi ani, copilul poate merge si un kilometru pe jos, poate urca o panta si chiar scari.
Copilul face ceea ce vede ca se face.
De cate ori acele maini micute, care ar merita sa fie venerate, nu sunt plesnite pentru ca sa invete sa nu mai atinga lucrurile! 😞
Cine ar fi crezut vreodata ca ajutorul inutil acordat copilului este prima radacina a reprimarii si cea mai periculoasa rana pe care individul adult o poate provoca copilului?
Copilul observa lucrurile cu pasiune si este atras de ele, dar este atras mai ales de actiunile adultilor si incearca sa le cunoasca si sa le reproduca. Misiunea adultul e sa inspire actiunile copilului. Adultul trebuie sa fie intotdeauna calm si sa actioneze lent.
Important este nu sa se miste foarte mult ci sa se autocontroleze.
Omul care nu se misca este vatamat in insasi fiinta sa su este un renegat al vietii.
Adultul trebuie sa-si masoare si sa-si cantareasca orice cuvant in fata copilului, caci copilul este infometat dupa el si gata sa-l apuce; copilul acumuleaza iubire. Copilul este dispus sa asculte de adult din strafundul fiintei sale. Crizele de nervi si de neascultare la copil sunt expresia unui conflict vital intre imboldul lui creator si iubirea pentru adultul care nu-l intelege. Copilul doreste sa asculte de noi si ne iubeste. Copilul il iubeste pe adult mai mult decat orice.
Mediul este fundamental. Adultul trebuie sa faciliteze expansiubea fiintei in procesul de dezvoltare prin reducerea la minimum a obstacolelor si trebuie sa asigure un spatiu liber pentru energiile copilului, oferindu-i mijloacele necesare pentru activitatiile pe care le guverneaza.
Educatorul trebuie sa se poata examina pe sine, sa scape de vechiul complex al mandrei si maniei si sa devina modest si sa se infasoare in compasiune.
Educatorul care nu preda decat foarte putine lectii, cu copilul in centrul activitatii invatand singur, lasat sa-si aleaga singur ocupatia si miscarile.
Noul trebuie sa intre cu forta pe usile inchise sau sa se strecoare intr-un moment de relaxare, cand usa a ramas intredeschisa.
- Repetarea exercitiului (cu cat un exercitiu este prezentat cu mai multa acuratete in detalii, cu atat copiii se simt mai stimulati sa repete la nesfarsit acel exercitiu, ex: spalatul pe maini)
- simtul ordinii (sa puna lucrurile la locul lor)
- alegerea libera a jucariilor sau a activitatii
- Nu aleg niciodata jucariile
- Inutilitatea recompenselor si pedepselor
- Exercitiu linistii
- Simtul demnitatii (trebuie sale explici si sa nu-i jignesti) copiii nu se jeneaza.
Se observa copilul si se indeparteaza obstacolele, invatatorul trebuie sa fie calm.
- alegerea libera
- Lucrul individual
- Repetarea exercitiului
- Controlul erorii
- Analiza miscarilor
- Exercitii de liniste
- Purtarea frumoasa in contactele sociale
- Ordine in mediu
- Curatenie personala meticuloasa
- Educarea simturilor
- Scrisul izolat de citit
- Cititul fara carti
- Disciplina in activitate libera
- Desfintarea recompenselor si pedepselor
- Desfintarea abecedarului
- Desfintarea lectiilor colective
- Desfintarea programelor scolare si examene
- Desfintarea jucariilor si a lacomie
- Desfintarea catedrei
Copiii supusi au uneori o reticienta ciudata si invincibila in fata mancarii, in general. Este dominat de un adult de care este excesiv de atasat si care exercita o influenta represiva.
Omul se autoconstruieste prin munca, prin lucrul cu mainile, folosindu-si mainile ca instrumente ale eului, ca organe ale mintii si ale vointei individului care isi modeleaza propria existenta fata in fata cu mediul.
Ajuta-ma sa fac eu singur!
De retinut : Ajuta-ma sa fac singur!
“
Sentimentul pe care trebuie sa il avem fata de un copil nou-nascut nu este compasiunea pe care o simtim fata de cei bolnavi si slabi, ci respect fata de misterul creatiei, fata de secretul formei pe care o ia in mod obligatoriu.
Copilul are o aptitudine creatoare, o energie potentiala care il face capabil sa construiasca o lume mentala din lumea inconjuratoare.
Pe parcursul dezvoltarii sale psihice, copilul realizeaza lucruri atat de minunate, incat sunt aproape miraculoase si numai obisnuita ne face sa fim spectatori indiferenti.
Singurul indiciu exterior al starii de sensibilitate a copilului este zambetul lui, bucuria lui evidenta atunci cand ii vorbim cu cuvinte scurte, pronuntate clar, astfel incat sa poata distinge sunetele asa cum distingem noi clinchetul clopoteilor.
Capriciozitatea este expresia unei tulburari interne si a unei nevoi nesatisfacute, a unei stari de tensiune; sufletul copilului striga duca ceea ce are nevoie si incearca sa se apere.
Pus copilasul undeva mai sus, intr-un plan usor inclinat, astfel incat sa poata domina cel putin mediul din camera lui, sau in gradina. Scenele pe care le exploreaza trebuie sa fie aceleasi mult timp.
Copiii mici de un an si jumatate au ceva ce se manifesta obscur si mai inainte: au nevoie de ordine in mediul lor.
Exista o perioada in cel de-al doilea an de viata in care natura conduce mintea spre stadii succesive pentru a-si completa cunostintele despre obiectele din mediul inconjurator.
Copiii care vad cele mai mici detalii in realitatea lor probabil ca se uita la noi, care ne proiectam propria sinteza mentala in ceea ce vedem, ca la niste creaturi inferioare, niste oameni incapabili care nu stiu cum sa priveasca lucrurile.
Dormit pe jos sa se poata da singur jos din pat, sa nu fie ingradit in tarc sau premergator. Intre varsta de un an si jumate si doi ani, copilul poate merge si un kilometru pe jos, poate urca o panta si chiar scari.
Copilul face ceea ce vede ca se face.
De cate ori acele maini micute, care ar merita sa fie venerate, nu sunt plesnite pentru ca sa invete sa nu mai atinga lucrurile! 😞
Cine ar fi crezut vreodata ca ajutorul inutil acordat copilului este prima radacina a reprimarii si cea mai periculoasa rana pe care individul adult o poate provoca copilului?
Copilul observa lucrurile cu pasiune si este atras de ele, dar este atras mai ales de actiunile adultilor si incearca sa le cunoasca si sa le reproduca. Misiunea adultul e sa inspire actiunile copilului. Adultul trebuie sa fie intotdeauna calm si sa actioneze lent.
Important este nu sa se miste foarte mult ci sa se autocontroleze.
Omul care nu se misca este vatamat in insasi fiinta sa su este un renegat al vietii.
Adultul trebuie sa-si masoare si sa-si cantareasca orice cuvant in fata copilului, caci copilul este infometat dupa el si gata sa-l apuce; copilul acumuleaza iubire. Copilul este dispus sa asculte de adult din strafundul fiintei sale. Crizele de nervi si de neascultare la copil sunt expresia unui conflict vital intre imboldul lui creator si iubirea pentru adultul care nu-l intelege. Copilul doreste sa asculte de noi si ne iubeste. Copilul il iubeste pe adult mai mult decat orice.
Mediul este fundamental. Adultul trebuie sa faciliteze expansiubea fiintei in procesul de dezvoltare prin reducerea la minimum a obstacolelor si trebuie sa asigure un spatiu liber pentru energiile copilului, oferindu-i mijloacele necesare pentru activitatiile pe care le guverneaza.
Educatorul trebuie sa se poata examina pe sine, sa scape de vechiul complex al mandrei si maniei si sa devina modest si sa se infasoare in compasiune.
Educatorul care nu preda decat foarte putine lectii, cu copilul in centrul activitatii invatand singur, lasat sa-si aleaga singur ocupatia si miscarile.
Noul trebuie sa intre cu forta pe usile inchise sau sa se strecoare intr-un moment de relaxare, cand usa a ramas intredeschisa.
- Repetarea exercitiului (cu cat un exercitiu este prezentat cu mai multa acuratete in detalii, cu atat copiii se simt mai stimulati sa repete la nesfarsit acel exercitiu, ex: spalatul pe maini)
- simtul ordinii (sa puna lucrurile la locul lor)
- alegerea libera a jucariilor sau a activitatii
- Nu aleg niciodata jucariile
- Inutilitatea recompenselor si pedepselor
- Exercitiu linistii
- Simtul demnitatii (trebuie sale explici si sa nu-i jignesti) copiii nu se jeneaza.
Se observa copilul si se indeparteaza obstacolele, invatatorul trebuie sa fie calm.
- alegerea libera
- Lucrul individual
- Repetarea exercitiului
- Controlul erorii
- Analiza miscarilor
- Exercitii de liniste
- Purtarea frumoasa in contactele sociale
- Ordine in mediu
- Curatenie personala meticuloasa
- Educarea simturilor
- Scrisul izolat de citit
- Cititul fara carti
- Disciplina in activitate libera
- Desfintarea recompenselor si pedepselor
- Desfintarea abecedarului
- Desfintarea lectiilor colective
- Desfintarea programelor scolare si examene
- Desfintarea jucariilor si a lacomie
- Desfintarea catedrei
Copiii supusi au uneori o reticienta ciudata si invincibila in fata mancarii, in general. Este dominat de un adult de care este excesiv de atasat si care exercita o influenta represiva.
Omul se autoconstruieste prin munca, prin lucrul cu mainile, folosindu-si mainile ca instrumente ale eului, ca organe ale mintii si ale vointei individului care isi modeleaza propria existenta fata in fata cu mediul.
Ajuta-ma sa fac eu singur!
May 12, 2019
Interesantíssimo!!! Hay que notar que Montessori está influenciada por la apogeo de la sicoanálisis y su aplicación en el descubrimiento del niño. Siendo yo misma un "producto" de una escuela primaria inspirada de la pedagogía Montessori, reconozco mucho de lo que expone aquí y por fin, como adulto, comprendo lo que hubo más allá de mis educadores. Recomiendo el libro a todo adulto que piensa que tiene que INCULCAR conocimiento o "maneras" a los niños; que opina que los niños son ignorante tontos que hay que domar. Recomiendo también las escuelas, porque fue el único lugar dónde me sentía feliz y a salvo en mi infancia; me sentí libre de ser quién era y acompañada sin ser dominada.
July 9, 2019
I found this book to be so profound and that Maria Montessori has certainly uncovered the secret of childhood. Her insights have such depth that certainly penetrate the child’s psychic realm. I admit that I had difficulty keeping focused during the latter chapters of Part III, but I found the last line to be the most profound. I found myself deeply appreciating my children more and found myself thanking the heavens above for blessing me with them.
January 12, 2021
Don't you want to know this secret? Once you know it, you will never look at a child the same way. You will have new insights into behaviors and motivations. You will have new respect for this marvelous period of development and its possibilities for bringing forward an ever-advancing civilization.
December 2, 2021
I had to filter out some old school phrases and way of explaining using religious vocabulary and references. It was written a while ago and so for a woman to publish a book at the time, using religion
was a good strategy. Nevertheless, there were good scenarios that I could extrapolate to our current (much open) reality.
was a good strategy. Nevertheless, there were good scenarios that I could extrapolate to our current (much open) reality.
October 26, 2018
It was great to read Maria Montessori’s theory of child development in her own words, but it was tough going. Dense with science, biology and religion, and short on helpful details, but she did share a few pearls of wisdom to make it worthwhile.
January 24, 2016
الكتاب عميق اوى ومدى بعد غريب للطفل اول مرة الاحظه. الترجمة كانت محبطة وغير دقيقة فى اوقات كتير
July 19, 2019
Montessori (obviously) had some wonderful and deeply considered ideas about fostering growth and development among children that have impacted not only Montessori-style schools and programs but also society's interaction with children more broadly. I'd also note that the time of her work (1907) coincided with a worldwide attention to children's civil rights. For example, although she was in Italy, this time period also showed a great push toward compulsory education and children's rights in the workplace in the United States and United Kingdom. In some ways, then, her advocacy for children's rights were en vogue at the time. There were some minor arguments that I disagreed with. For example, she argued that families are barriers similar to national borders (and seemed to argue that both should be abolished). In addition, some of the religious references were less influential to me.
The main takeaway for me is that parents and educators, perhaps more than any other disposition, should have HUMILITY in their daily lives and interactions with children. Here are some great gems from the book:
On children's development:
* "A child is like a soul in a dark dungeon striving to get out..."
* "Every effort marks an increase in power"
* " ...there is a reason behind child's activities. He does nothing without some reason, some motive."
* "A child who gathers in the smallest details must look upon us with a certain degree of contempt since he is unaware of the mental syntheses which we are constantly making. He must as a consequence look upon us as being somewhat inefficient, as individuals who do not see well."
* "A child who is free to act not only seeks to gather sensible impressions from his environment but he also shows a love for exactitude in the carrying out of his actions...A child is a discoverer."
* "...when because of favorable circumstances work flows naturally from an inner impulse, it assumes and entirely different character...When a man is engaged in such war, he becomes possessed of an extraordinary power and experiences again that natural instinct that enables him to express his own individuality...men have a natural instinct for work."
On adults' interactions with children:
* "We must...look for the cause behind every childhood caprice."
* "One must simply have the desire to help a child and a fund of common sense."
* "The goodness of a child was measured by his adaptation to the conditions of adult life and vice versa. Because of this erroneous opinion the natural traits of children lay hidden."
* "One who would become a teacher...must examine himself and forgo this tyranny. He must rid his heart of pride and anger. He must learn how to humble himself and be clothed with charity."
* "A father who is grieved that he has not succeeded in arousing a sense of responsibility and self-control in his son is the very one who has destroyed his child's sense of continuity in his actions and his regard for his own dignity....A feeling of incompetence discourages effort even before one is put to the test. An adult, by constantly humiliating a child and making him aware of his weaknesses, dampens the child's desire to act."
* "Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature."
* "Society is like an enormous train traveling at dizzy speed towards some distant goal, and the individuals...are...sleeping in their compartments. Their sleeping consciences are the greatest obstacle to true progress....dangerous contrast between the ever increasing speed of the means of transportation and the ever greater rigidity of the human soul...Today it is absolutely necessary that society should become aware of the child and earnestly strive to draw him from the great and perilous abyss in which he lies. The social rights of children must be recognized so that a world suited to their needs may be constructed for them."
The main takeaway for me is that parents and educators, perhaps more than any other disposition, should have HUMILITY in their daily lives and interactions with children. Here are some great gems from the book:
On children's development:
* "A child is like a soul in a dark dungeon striving to get out..."
* "Every effort marks an increase in power"
* " ...there is a reason behind child's activities. He does nothing without some reason, some motive."
* "A child who gathers in the smallest details must look upon us with a certain degree of contempt since he is unaware of the mental syntheses which we are constantly making. He must as a consequence look upon us as being somewhat inefficient, as individuals who do not see well."
* "A child who is free to act not only seeks to gather sensible impressions from his environment but he also shows a love for exactitude in the carrying out of his actions...A child is a discoverer."
* "...when because of favorable circumstances work flows naturally from an inner impulse, it assumes and entirely different character...When a man is engaged in such war, he becomes possessed of an extraordinary power and experiences again that natural instinct that enables him to express his own individuality...men have a natural instinct for work."
On adults' interactions with children:
* "We must...look for the cause behind every childhood caprice."
* "One must simply have the desire to help a child and a fund of common sense."
* "The goodness of a child was measured by his adaptation to the conditions of adult life and vice versa. Because of this erroneous opinion the natural traits of children lay hidden."
* "One who would become a teacher...must examine himself and forgo this tyranny. He must rid his heart of pride and anger. He must learn how to humble himself and be clothed with charity."
* "A father who is grieved that he has not succeeded in arousing a sense of responsibility and self-control in his son is the very one who has destroyed his child's sense of continuity in his actions and his regard for his own dignity....A feeling of incompetence discourages effort even before one is put to the test. An adult, by constantly humiliating a child and making him aware of his weaknesses, dampens the child's desire to act."
* "Within the child lies the fate of the future. Whoever wishes to confer some benefit on society must preserve him from deviations and observe his natural ways of acting. A child is mysterious and powerful and contains within himself the secret of human nature."
* "Society is like an enormous train traveling at dizzy speed towards some distant goal, and the individuals...are...sleeping in their compartments. Their sleeping consciences are the greatest obstacle to true progress....dangerous contrast between the ever increasing speed of the means of transportation and the ever greater rigidity of the human soul...Today it is absolutely necessary that society should become aware of the child and earnestly strive to draw him from the great and perilous abyss in which he lies. The social rights of children must be recognized so that a world suited to their needs may be constructed for them."
July 4, 2022
كتاب جميل جدا ، من اروع كتب التربية التي قرأتها حتى اللحظة
فكرة الكتاب تدور حول السر الكامن داخل الطفل الذي يبني رجالا في المستقبل و بالتالي يبني أمة و مجتمع صالح ، فبدون تركيز طاقاتنا على هذا الكائن الذي يحمل قدرات كامنة رهيبة لن نحظى بالتغيير المطلوب ، و تؤكد منتسوري على اهمية حياة الطفل النفسية التي لا تقل اهمية بل و تزيد احيانا عن حياته الجسدية
ملخص التعامل مع الطفل من خلال نظام مدارس ماريا منتسوري يكون من خلال التركيز على ثلاث نقاط : بناء بيئة مناسبة للطفل + دور المعلم او المربي + احترام شخصية الطفل
و تركز منتسوري على ان الكبير هو المعيق الاول للطفل فهو يريد طفل مطيع ، هادىء ، يمشي على خطاه متناسين الاختلاف الكبير بينهم فهو يقمع رغبة الطفل في التعلم من خلال خوفه و حرصه الغير صحيح عليه و من خلال عمل كل شيء عن الطفل من اجل التسهيل عليه لانه بنظره إيقاع الطفل البطيء و الهادىء لا يتناسب مع إيقاعه السريع و النتائج السريعه التي يرجوها منه
استمتعت جدا خلال قراءة الكتاب ، ولكن فصل ( الانحرافات) افقدني حماسي حيث عرض مشاكل قد تؤثر على نمو الطفل النفسي و بالتالي ادراكه و تمييزه و تحرفه عم مساره السوي بدون ايجاد حلول و بدائل !
بعض الاقتباسات :
* اي امراض سواء كانت جسمية او عقلية أصبح مفهوماً الان ، ضرورة الأخذ بالحسبان ، ما قد حدث في طفولة المريض
*هناك حاجة ملحة الملاحظة ، عن التعامل مع الأطفال ، أكثر من استنطاقهم و التحري منهم
* مثلما عاش الطفل داخل جسم أمه ، فهذا يوضح حاجته لأن يكون مدفىا . لكن ، مصدر دفىه يجب ان يأتي من بيئته المحيطة ، أكثر مما يأتي من ثيابه .
* أن الرعاية الرقيقة الزائدة التي توجه لجسم الطفل حديث الولادة ،لا تكفي . بل يجب بالمثل توجيه الانتباه الو احتياجاته النفسية
* أن تربية الطفل يجب ان تبدأ منذ لحظة الولادة
*بينما الانسان يشبه شيئا تم تصنيعه يدويا ، فكل واحد مختلف عن الاخر .فكل انسان لديه روحه الخاصة المبدعه التي تجعل منه ما يشابه عملا فنيا . لكن هناك حاجة الى الكثير من الكد و الجهد . فقبل أن تظهر أية تأثيرات مرىية ، هناك عمل داخلي يجب ان يكتمل
* فالطفل شيء كلهم وكل ما نعرفه هو أنه يحمل امكانيات و احتمالات عالية جدا ، لكننا لا تعلم ما سوف يكونه هذا الطفل
* ان حياة الطفل النفسية مستقلة تماما وهي تسبق كل نشاط خارجي و تبعث فيه الحيوية
* اذا امتلك الطفل بداخله المفتاح لشخصيته المفرطة و اذا كان لديه خطة للنمو و قوانين يمكن ملاحظتها فستكون هذه هي القوة الحقيقة الرائعة ، بينما يمنع تدخل البالغ و هو في غير محله ادراك الطفل لكل هذه الاسرار بداخله
فكرة الكتاب تدور حول السر الكامن داخل الطفل الذي يبني رجالا في المستقبل و بالتالي يبني أمة و مجتمع صالح ، فبدون تركيز طاقاتنا على هذا الكائن الذي يحمل قدرات كامنة رهيبة لن نحظى بالتغيير المطلوب ، و تؤكد منتسوري على اهمية حياة الطفل النفسية التي لا تقل اهمية بل و تزيد احيانا عن حياته الجسدية
ملخص التعامل مع الطفل من خلال نظام مدارس ماريا منتسوري يكون من خلال التركيز على ثلاث نقاط : بناء بيئة مناسبة للطفل + دور المعلم او المربي + احترام شخصية الطفل
و تركز منتسوري على ان الكبير هو المعيق الاول للطفل فهو يريد طفل مطيع ، هادىء ، يمشي على خطاه متناسين الاختلاف الكبير بينهم فهو يقمع رغبة الطفل في التعلم من خلال خوفه و حرصه الغير صحيح عليه و من خلال عمل كل شيء عن الطفل من اجل التسهيل عليه لانه بنظره إيقاع الطفل البطيء و الهادىء لا يتناسب مع إيقاعه السريع و النتائج السريعه التي يرجوها منه
استمتعت جدا خلال قراءة الكتاب ، ولكن فصل ( الانحرافات) افقدني حماسي حيث عرض مشاكل قد تؤثر على نمو الطفل النفسي و بالتالي ادراكه و تمييزه و تحرفه عم مساره السوي بدون ايجاد حلول و بدائل !
بعض الاقتباسات :
* اي امراض سواء كانت جسمية او عقلية أصبح مفهوماً الان ، ضرورة الأخذ بالحسبان ، ما قد حدث في طفولة المريض
*هناك حاجة ملحة الملاحظة ، عن التعامل مع الأطفال ، أكثر من استنطاقهم و التحري منهم
* مثلما عاش الطفل داخل جسم أمه ، فهذا يوضح حاجته لأن يكون مدفىا . لكن ، مصدر دفىه يجب ان يأتي من بيئته المحيطة ، أكثر مما يأتي من ثيابه .
* أن الرعاية الرقيقة الزائدة التي توجه لجسم الطفل حديث الولادة ،لا تكفي . بل يجب بالمثل توجيه الانتباه الو احتياجاته النفسية
* أن تربية الطفل يجب ان تبدأ منذ لحظة الولادة
*بينما الانسان يشبه شيئا تم تصنيعه يدويا ، فكل واحد مختلف عن الاخر .فكل انسان لديه روحه الخاصة المبدعه التي تجعل منه ما يشابه عملا فنيا . لكن هناك حاجة الى الكثير من الكد و الجهد . فقبل أن تظهر أية تأثيرات مرىية ، هناك عمل داخلي يجب ان يكتمل
* فالطفل شيء كلهم وكل ما نعرفه هو أنه يحمل امكانيات و احتمالات عالية جدا ، لكننا لا تعلم ما سوف يكونه هذا الطفل
* ان حياة الطفل النفسية مستقلة تماما وهي تسبق كل نشاط خارجي و تبعث فيه الحيوية
* اذا امتلك الطفل بداخله المفتاح لشخصيته المفرطة و اذا كان لديه خطة للنمو و قوانين يمكن ملاحظتها فستكون هذه هي القوة الحقيقة الرائعة ، بينما يمنع تدخل البالغ و هو في غير محله ادراك الطفل لكل هذه الاسرار بداخله
September 19, 2023
"Quel cuore pieno d'amore sarà trafitto dall'incomprensione del mondo come da una spada, e amaro gli sembrerà
quel che la cultura gli offre per spegnere la sua sete. E' preparato il sepolcro per l'anima sua che non può vivere fra tanti artifici, e quando sarà seppellita, numerose guardie veglieranno affinché non risusciti. Ma il bambino risuscita sempre e torna, fresco e sorridente, a vivere in mezzo agli uomini. Come ha detto Emerson, il bambino è l'eterno Messia, che sempre ritorna fra gli uomini decaduti, per condurli nel regno dei Cieli."
Qualche anno fa il mio amico Paolino diede una mano a liberare un box di un conoscente appartenente ad un'importante famiglia milanese.
Tra le varie cose, secondo qualcuno inutili, ho salvato un bel po' di titoli.
Tra questi, 'Il segreto dell'infanzia' di Maria Montessori in un'edizione dell'ottobre 1950.
Si tratta di uno quei testi di cui quasi tutti parlano senza averne mai letto la fonte e, quindi (visto anche il periodo particolare che sto vivendo) ho voluto cimentarmi nella lettura di questo classico la cui prima conoscenza è dovuta ad un film TV con protagonista Paola Cortellesi (che un po' mi fa sorridere a pensarci). Seguire il metodo della medica e pedagogista italiana dalle sue parole è stato molto interessante e anche stupefacente visto l'impatto che il suo lavoro ha avuto nella società internazionale. Tralasciando i frequenti riferimenti alla cristianità e alla figura del Cristo a cui viene associato il bambino (propri della sua epoca e della sua educazione) Montessori ha un pensiero e una scrittura moderna e comprensibilissima e mi è parso che sia ancora utile oggi recuperare i motivi di qualcosa che sembra riflettersi solo nell'acquisto di oggetti (tutto ciò che viene definitivo 'montessoriano' e il cui costo si moltiplica col solo aggettivo) il cui senso di essere si è un po' perso.
(E la bellezza della MM della copertina?)
quel che la cultura gli offre per spegnere la sua sete. E' preparato il sepolcro per l'anima sua che non può vivere fra tanti artifici, e quando sarà seppellita, numerose guardie veglieranno affinché non risusciti. Ma il bambino risuscita sempre e torna, fresco e sorridente, a vivere in mezzo agli uomini. Come ha detto Emerson, il bambino è l'eterno Messia, che sempre ritorna fra gli uomini decaduti, per condurli nel regno dei Cieli."
Qualche anno fa il mio amico Paolino diede una mano a liberare un box di un conoscente appartenente ad un'importante famiglia milanese.
Tra le varie cose, secondo qualcuno inutili, ho salvato un bel po' di titoli.
Tra questi, 'Il segreto dell'infanzia' di Maria Montessori in un'edizione dell'ottobre 1950.
Si tratta di uno quei testi di cui quasi tutti parlano senza averne mai letto la fonte e, quindi (visto anche il periodo particolare che sto vivendo) ho voluto cimentarmi nella lettura di questo classico la cui prima conoscenza è dovuta ad un film TV con protagonista Paola Cortellesi (che un po' mi fa sorridere a pensarci). Seguire il metodo della medica e pedagogista italiana dalle sue parole è stato molto interessante e anche stupefacente visto l'impatto che il suo lavoro ha avuto nella società internazionale. Tralasciando i frequenti riferimenti alla cristianità e alla figura del Cristo a cui viene associato il bambino (propri della sua epoca e della sua educazione) Montessori ha un pensiero e una scrittura moderna e comprensibilissima e mi è parso che sia ancora utile oggi recuperare i motivi di qualcosa che sembra riflettersi solo nell'acquisto di oggetti (tutto ciò che viene definitivo 'montessoriano' e il cui costo si moltiplica col solo aggettivo) il cui senso di essere si è un po' perso.
(E la bellezza della MM della copertina?)
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