Quotes About Development

Here it is enough to say that one should proceed from few stimuli strongly contrasting, to many stimuli in gradual differentiation always more fine and imperceptible.

We habitually serve children; and this is not only an act of servility toward them, but it is dangerous, since it tends to suffocate their useful, spontaneous activity. We

She offends the fundamental human dignity of her son,–she treats him as if he were a doll, when he is, instead, a man confided by nature to her care.

Our care of the child should be governed, not by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.

We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.

Within the child lies the fate of the future.

Scientific observation then has established that education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words but by experiences upon the environment.

Do not erase the designs the child makes in the soft wax of his inner life.

To stimulate life, leaving it free, however, to unfold itself--that is the first duty of the educator.

If salvation and help are to come, it is through the child ; for the child is the constructor of man.

Our work is not to teach, but to help the absorbent mind in its work of development. How marvelous it would be if by our help, if by an intelligent treatment of the child, if by understanding the needs of his physical life and by feeding his intellect, we could prolong the period of functioning of the absorbent mind!

It is true that we cannot make a genius. We can only give to teach child the chance to fulfil his potential possibilities.

Great tact and delicacy is necessary for the care of the mind of a child from three to six years, and an adult can have very little of it.

Listen: You can't short-circuit the learning process. It takes time to get to the top, and that's good-because by the time you get there, you'll have learned what you need to know in order to stay there.

Starting at the bottom is not about humiliation. It's about humility—a realistic assessment of where you are in the learning curve.

FAILING IS A PART OF LEARNING.

Children under five are the poorest age group in America, and one in four infants, toddlers and preschoolers are poor during the years of greatest brain development.

As being, no matter how small you are, but how much informed, intelligent, adaptable, being…

Chain the clay until the mind ripens!

Life provides me both the right and the responsibility of continuously adapting my way of thinking.

We are born to experience blossoming, ripening and wasting.

CIOs of breaking-away enterprises need to start with developing a compelling vision.

one of the great gifts of our profession is that the process of doing what we do allows us to become better human beings.

Another thing to study," Natalie said, amused. "Will you ever be done?" I smiled into the sun, one hand holding my bonnet against the firm grasp of the wind. "I should hope not. How dreadfully tedious that would be.