Nature And Child Development Quotes & Sayings

Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development. — Maria Montessori

The moral problem of abortion is of a pre religious nature because the genetic code is written in a person at the moment of conception. A human being is there. I separate the topic of abortion from any specifically religious notions. It is a scientific problem. Not to allow the further development of a being which already has all the genetic code of a human being is not ethical. The right to life is the first among human rights. To abort a child is to kill someone who cannot defend himself. — Pope Francis

The greatest development is achieved during the first years of life, and therefore it is then that the greatest care should be taken. If this is done, then the child does not become a burden; he will reveal himself as the greatest marvel of nature. — Maria Montessori

When men are engaged in war and conquest, the tools of science become as dangerous as a razor in the hands of a child of three. We must not condemn man because his inventiveness and patient conquest of the forces of nature are being exploited for false and destructive purposes. Rather, we should remember that the fate of mankind hinges entirely upon man's moral development. — Albert Einstein

James's general position on the difference between the sexes, which was that woman is "by nature inferior to man. She is man's inferior in passion, his inferior in intellect, and his inferior in physical strength"; she is, very properly, her husband's "patient and unrepining drudge, his beast of burden, his toilsome ox, his dejected ass, his cook, his tailor, his own cheerful nurse and the sleepless guardian of his children." But their inferiority, James thought, is precisely what makes women attractive to men, so that any "great development of passion or intellect in woman is sure to prejudice" male attention. "Would any man fancy a woman after the pattern of Daniel Webster?"33 He consequently opposed serious education for women, a doctrine that had disastrous consequences in the case of his youngest child and only daughter, Alice. — Louis Menand

The idea of reverence for God is transmitted from parent to child, it is educated into an abnormal development, and thus almost indefinitely strengthened, but yet it does appear to me that the bent to worship is an integral part of man's nature. — Annie Besant

Under the urge of nature and according to the laws of development, though not understood by the adult, the child is obliged to be serious about two fundamental things ... the first is the love of activity ... The second fundamental thing is independence. — Maria Montessori

It is a Law of Nature with us that a male child shall have one more side than his father, so that each generation shall rise (as a rule) one step in the scale of development and nobility. Thus the son of a Square is a Pentagon; the son of a Pentagon, a Hexagon; and so on. — Edwin A. Abbott

Only as a child's awareness and reverence for the wholeness of life are developed can his humanity to his own kind reach its full development. — Rachel Carson

Whether or not these ideas alone would solve any of the problems discussed, I look forward to the day when SLA is more widely recognized as the serious and socially responsive discipline I believe it can be. Chapters like this one (unpleasant for writer and assuredly some readers alike) would no longer be needed. One could instead concentrate on the genuine controversies and excitement in SLA and L3A: the roles of nature and nurture; special and general nativism; child-adult differences and the possibility of maturational constraints; cross-linguistic influence; acquisition and socialization; cognitive and social factors; resilience; stabilization; fossilization, and other putative mechanisms and processes in interlanguage change; the feasibility of pedagogical intervention; and, most of all, the development of viable theories. — Michael H. Long

A widening circle of researchers believes that the loss of natural habitat, or the disconnection from nature even when it is available, has enormous implications for human health and child development. They say the quality of exposure to nature affects our health at an almost cellular level. — Richard Louv