The art of research already exists in the hands of children acutely sensitive to the pleasure of surprise. The wonder of learning, of knowing, of understanding is one of the first, fundamental sensations each human being expects from experiences faced alone or with others.

The cornerstone of our experience, based on practice, theory, and research, is the image of the child as rich, strong, and powerful. The emphasis is placed on seeing the children as unique subjects with rights rather than simply needs. They have potential, plasticity, the desire to grow, curiosity, the ability to be amazed, and the desire to relate to other people and to communicate.

Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.

​Observe and listen to children because when they ask “why?” they are not simply asking for the answer from you. They are requesting the courage to find a collection of possible answers.

All people – and I mean scholars, researchers and teachers, who in any place have set themselves to study children seriously – have ended up by discovering not so much about their limits and weaknesses, but rather their surprising and extraordinary strengths and capabilities linked with an exhaustible need for expression and realization.