Further Reading

Montessori said that intellectual development is intertwined with movement. Thought and action are connected and give support to the developing personality of the child. For the child, the development of coordinated movement from birth to three years is integral to the total development of the child. In her writings, Montessori outlines the importance of movement in relation to equilibrium, independence and concentration.

Movement and Equilibrium

Montessori describes stages in the development of equilibrium. The first occurs around six months when the child acquires the ability to sit with support. This sense of balance then further develops around the age of nine months, when the child begins to crawl and stand upright with support. By the age of one year, the child has achieved enough balance to walk with help and finally around fifteen months to walk independently. If equilibrium has been fostered and allowed to develop, the child of two years should have well established movements. There is also a secret key to the perfecting of the most varied types of movement. And this key is balance (Discovery of the Child).

Exercises particularly focusing on equilibrium are done through the walking on the line, activities within the 3-6 classroom.

Movement and Independence

Tantrums and the behaviour of, what is often mislabelled, "the terrible twos" is a move towards independence on the part of the child. "Help me to do it myself" is what the child is trying to say. It is now that the child needs to be given lots of opportunities and experience to develop their independence. The child of two needs activities that demand precise movements, such as pouring a drink, mopping up spills, and washing up. If shown and provided with the time and opportunity to repeat and practice, the child of two can pour their own drinks and prepare simple snacks for him/herself. The child can begin to make choices about what to wear and begin to dress him/herself. The child is capable of and enjoys cleaning up. In this way the foundations of a positive self image and confidence are laid down, and the child begins to see him/herself as an important and contributing member of the family.

Movement and Concentration

In order for concentration to develop through movement, movement must be meaningful and have purpose for the child. Through purposeful movements the child has the opportunity to engage in a "cycle of activity". This cycle of activity begins with interest shown by the child, which then leads the child to choose, engage in and repeat an activity bringing about a deeper level of concentration. This can be seen clearly in the child who spends all day building with "lego", or engrossed in a favourite book at home. It is seen in the young child beginning to walk, falling, yet refusing to give up. It is seen in the child engaged in writing a story, building the pink tower, labeling the 1000 chain, scrubbing a table.

Movement of the hand

The importance of the hand was emphasised repeatedly by Montessori. The child between birth and three is exploring and developing skills. Between the ages of three and six,these skills are being extended and refined. True understanding and comprehension of the environment will develop through active exploration by touching. Montessori stated that a more profound impression was gained through movement than through sight or hearing alone.Specific activities aid the child and indirectly prepare the hand for later work with writing. The "pencil grip" is practiced through the use of the knobbed cylinders, the geometry cabinet, puzzle maps, indeed anything with a knob on it. Metal insets lead the child to beautiful handwriting with practice of control, lightness of touch and adapting to space.

Movement in a Montessori Setting

The Montessori classroom provides opportunities for children to work independently as well as within groups. Individual programmes are planned to take into account each child's stage of development and interest. There is much movement within the inside and outside environments, fine motor skills, gross motor skills, practicing balance, spatial relations, moving in time and space. Most importantly, all of the movement is purpose-ful and meaningful to the child. The Montessori environment is rich with challenging activities, that entice the child to try them out. Movement is incorporated in all materials and activities. As the child pours their own drink, concentration and the need for careful, controlled and precise movements are called upon. Spatial awareness and balance are required to carry the drink to a table in order to sit and drink it. As the child carries their activity to a table or mat on the floor, large muscles are being used. Balance, coordination, movement; all these combine to make the child part of the classroom community. Through movement, and the use of all of their senses, children in a Montessori setting learn easily and effectively. Learning has meaning and is fun, it has relevance to the child and is a joy not a chore.

Amy Kirkham - Teacher (Diploma of Montessori)