When a teacher has a child see and touch the letters of the alphabet, three sensations come into play simultaneously: sight, touch, and kinaesthetic...

Only after a child has begun to write on his own should a teacher intervene to guide his progress in writing.

Writing is a complex act which needs to be analysed. One part of it has reference to motor mechanisms and the other represents a real and proper...

An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices. The first...

Touching the letters as if they were being written initiates the muscular training that prepares for writing.

Thus we would use a kind of gymnastics to prepare the mechanisms of the hand. This preparation can be compared, in view of its goal, to the other...

Our children, even those who have already been writing for a year, always continue with the three preparatory exercises, which, just as they have...

When the child pronounces the sounds of the consonants he experiences an obvious pleasure. This series of sounds so varied and so well known, which...

[P]reparatory actions provide a child with a mechanism that can give an impulse that should lead to an unexpected explosion of writing.

The child of this age sets out to do a certain task, perhaps an absurd one to adult reasoning, but this matters not at all; he must carry out the...