Quotes About Development

It is the belief that extremes and excesses of inequality must be reduced so that each person is free to fully develop his or her full potential. This is why we take precious time out of our lives and give it to politics.

Education and democracy have the same goal: The fullest possible development of human capabilities

Errors in code are what programmers call bugs, though when our programs go wrong, we prefer to call them "unexpected additional features." Very

How can I get better by getting sicker first?

People narrow to their choices said the other woman. That's not the same as changing.

Monsters don't just happen. We make them, day by day, choice by choice.

When your children were small you worried that they would die and you would lose them, and then they grew up and you ended up losing the children they'd been, anyway.

Your biological parents give you their genes, the map of your physical self. But whoever raises you makes you who you are, for better or for worse. Family dynamics are acted out, not built in, though someday scientists might prove otherwise.

A new thing is good, though it be a sore place.

The child doesn't just live in his environment, it becomes a part of him.

Adults must aim to diminish their egocentric and authoritarian attitude toward the child and adopt a passive attitude in order to aid in his devleopment.

Our schools are no closer in connecting the education of children to their development as human beings: each child as an individual with a unique contribution to make to the world. Until this is done, our schools will fail to help children become active learners, connected to their society, and empowered to accomplish things within it.

The small child walks to develop his powers, he is building up his being. He goes slowly. He has neither rhythmic step nor goal. But things around him allure him and urge him forward.

How are we to help? We need to become aware of all the ways in which we hold the child back from becoming a fully functioning human being: the sink and counter that she cannot reach, the mirror that is too high for her to see herself, the chair that is too big for her to sit comfortably in...the pants that are too tight for her to pull up and down...

Montessori called the child under six years old "a sensorial explorer" and based her educational approach for the child's early years upon the child's learning through the senses.

Practical-life activities keep fifteen-month-olds at the leading edge of their skill development, building their intelligence, deepening their concentration, and giving them a new appreciation of their expanding capabilities. In

He is exiled in a school where to often his capacity for constructive growth and self realization is repressed.

Our first responsibility to newborns in regard to sleep is to help them sleep through the night as soon as they are capable of doing so. For most babies this is possible when they are two to three months old. By sleeping through the night, we mean from approximately a ten o'clock evening feeding to a six o'clock morning feeding. It

Montessori stated that nothing should be given to the brain that is not first given to the hand. By this she meant that abstract ideas and information of every possible kind should be given to the young child first in concrete form to be held, discovered, and explored.

In addition to doing practical-life activities at home, many children by the time they are eighteen months old are ready to spend three hours a morning doing these (and other activities) in a setting outside their own home.

Sadly we deprive fifteen-month-olds of such opportunities for work in the home or a homelike setting. Instead we give them a schedule of planned activities, expensive toys, television, and VCRs to keep their mind off their real needs.

This means that everything the child must use in taking care of himself must be in proportion to his size and ability; the hook to hang his clothes on; the places where he washes and brushes and teeth, where he hangs his towel....

Women typically go through four developmental stages; 1. Gotta get a man. 2. Gotta get a house. 3. Gotta get a kid. 4. Gotta get a life. Stage four is commonly referred to as the change of life, or the clinical term men-on-pause.

An artist must either give up art or develop. There are, of course, two ways of giving up: stopping altogether or taking the familiar Hollywood course - making tricks out of what was once done for love.