The Absorbent Mind: A Classic in Education and Child Development for Educators and Parents

Meantime, while you’re investigating Montessori, check out two other approaches to learning that also promote Type I behavior: the Reggio Emilia philosophy for the education of young children and the Waldorf schools. For more information, visit these websites: www.montessori-ami.org, www.montessori.org, www.amshq.org, www.reggioalliance.org, and ww

Crucial to how much anyone can learn on his own is the structure of his tools: the less they are convivial, the more they foster teaching.

‘Now, all this study of reckoning and geometry…must be presented to them while still young, not in the form of compulsory instruction.’ ‘Why so?’ ‘Because,’ said I, ‘a free soul ought not to pursue any study slavishly; for while bodily labours performed under constraint do not harm the body, nothing that is learned under compulsion stays with the m

I believe that no more than four—possibly even three—distinct “channels” or learning exchanges could contain all the resources needed for real learning. The child grows up in a world of things, surrounded by people who serve as models for skills and values. He finds peers who challenge him to argue, to compete, to cooperate, and to understand; and