内容摘要 书名：Discovery of the Child发现孩子 作者：Maria Montessori 出版社名称：Ballantine Books 出版时间：1986 语种：英文 ISBN：9780345336569 商品尺寸：10.4 x 2 x 17.8 cm 包装：简装 页数：352 本书Discovery of the Child《发现孩子》为意大利幼儿教育家蒙台梭利为0-3岁儿童量身打造的早期教育指南。在书中，作者引导父母突破传统教育观，去真正了解孩子、关爱孩子、尊重孩子，保护孩子的成长环境，从而激发孩子潜质，培养孩子性格，引导孩子自由、健康地发展。了解孩子的特性，才能给孩子真正需要的爱，更充分地激励孩子的潜能！ 媒体评论： 蒙台梭利教育将照亮孩子的未来。蒙台梭利教育以孩子生命成长为中心，抓住孩子成长“敏感期”，将引领世界幼儿教育向前发展。——托马斯·爱迪生（美国著名发明家） 我认为没有比蒙台梭利教育法更好的方法，能够提高孩子对美的敏感度，并唤醒他们对生命奥秘的好奇心。——加西亚·马尔克斯（诺贝尔文学奖获得者、《百年孤独》作者） Maria Montessori went beyond the conventions of the day to seek a new way of knowing and loving a child. In THE DISCOVERY OF THE CHILD, she describes the nature of the child and her method of working more fully with the child's urge to learn. With 16 pages of photographs. “大人不应把孩子塑造成小大人。”蒙台梭利在《发现孩子》这本书中态度明确地提出了这样一个观点。蒙台梭利认为，每个孩子都有观察外界、做出反应和学习的需要，因此她在本书中倡导打破旧的教育传统，去真正地了解和关爱孩子。 《发现孩子》主要针对0-3岁的孩子。书中，作者始终秉持“尽可能地把一切留给自然”的原则，倡导为孩子设计一套科学的、有利于其身心成长的方案——如何对孩子进行感官练习，如何培养孩子语言、阅读和书写等能力，如何通过绘画和音乐引导孩子，让孩子学会观察世界、集中注意力，并充分唤起孩子的学习热情——从而开发孩子的精神力量。 蒙台梭利（1870—1952），全名玛丽亚·蒙台梭利，20世纪享誉全球的意大利幼儿教育家，蒙氏幼儿园——“儿童之家”创办者。她反对过分干涉儿童，倡导为儿童设计专属环境，提出“吸收性心智”、“敏感期”等重要早教概念。在实验、观察和研究基础上，针对儿童不同年龄阶段的特点，推出多部早教经典。其著作被译成几十种文字，多国设立蒙台梭利协会，蒙台梭利学校遍及百余国家，全球千万所学校推行其教育理念和方法。各界知名人士，如比尔·盖茨、彼得·德鲁克、乔治·克鲁尼等，幼时都深受蒙氏教育影响。 Dr. Maria Montessori(1870–1952) was an Italian physician, teacher, and innovator, acclaimed for her eponymous educational method that builds on the way children naturally learn. She opened the first Montessori school, the Casa dei Bambini, in Rome in 1907, and today there are more than 22,000 throughout the world. Dr. Montessori wrote numerous books on scientific pedagogy, including The Montessori Method, The Secret of Childhood, and The Discovery of the Child. I do not intend to elaborate a treatise on the science of education: these preliminary notes have the modest end of setting forth the rather interesting results of a teaching experience which would seem to open up a way for the practical application of new methods tending to make greater use of scientific experiments In education without removing its natural foundations in speculative principles. For many years it has been maintained, with some exaggeration, that education should tend to forsake the purely speculative fields, as already had been done by medicine, in order to establish itself on foundations that are the result of experimentation. Physiological, or experimental, psychology, which from Weber and Fechner to Wundt and Binet, has come to be organized into a new science, seems almost destined to furnish It with a substratum like that which the old psychology furnished to the philosophy of education. The application of morphological anthropology to the study of children seems also to be another cardinal factor in the new education. But as a matter of fact, a system of “scientific pedagogy” has never been worked out or defined. It is something vague and frequently discussed, but also something which in reality does not exist. Some years ago there arose in Italy the so-called “schools of scientific education.” The object of these schools, which were sponsored by experienced physicians, was to train teachers in the new methods of education. They were a 1reat so and won the approval of all the teachers of Italy. Even before these new theories had been introduced into Italy from Germany and France, Italian anthropologists had interested Italian teachers In making careful observations of children during their various stages of growth and in the advantages of using precise instruments for measurements. 1234567
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