1. Children have this innate "inner vitality", referred to as "inner potential". This vitality is an active, active and developing existence with infinite power.
Montessori believes that growth is due to the development of internal life potential, which makes vitality appear and develops according to the biological law determined by heredity. The task of education is to stimulate and promote the discovery of children's "inner potential" and obtain natural and free development according to their natural laws.
She advocates that children should not be treated as objects, but as people. Children are not containers instilled by adults and teachers, nor are they wax figures or mud deliberately and arbitrarily shaped.
Educators, teachers and parents should carefully observe children, understand their inner world, discover the "secret of childhood", love children, respect their individuality, and help them realize the natural development of intelligence, spirit, body and individuality in free and spontaneous activities.
Montessori's educational theory and method are based on less (or as little as possible) intervention in children's active (or spontaneous) activities, and its training goal is to promote the development of "human potential" by using scientific methods.
They can think, judge and work independently, adapt to the trend of modern science and technology and industrial development, safeguard social civilization and scientific progress, and become a powerful new generation to promote human peace.
2. Children's poems are developing individuals, and children's development is the result of the interaction between individuals and the environment.
Because of children's innate vitality or physiological and psychological needs, there is a spontaneous activity, which enables them to interact with the environment constantly to gain experience and accumulate experience, and promote children's physical and mental development.
Therefore, children's development is a continuous and gradual process. The full development of the previous stage is the foundation of the latter stage, and the development of the latter stage is the accumulation and continuation of the full development of the previous stage. With the growth of children's life years, this development gradually moves from unconsciousness to consciousness, and from spontaneous activities to free and selective activities.
However, children's unconscious (or subconscious) spontaneous activities have a clock in the development process, but the instinctive impulse of life is gradually decreasing, while the internal demand of psychology is gradually increasing.
Montessori emphasized the importance of children's early environmental experience to their later development, especially to their intellectual development. "Paying special attention to enriching children's early experience and attaching importance to children's early education" is an important conclusion she drew from the experimental study of education reform in Children's Home, Sanlorenzo, Rome, trying to solve the problem that refugee children are deprived of their living culture.