How can the factors of independence, safety, play, creativity and self-motivation be applied in the field of movement education? What framework is necessary? For which children is it suitable at all?
Montessori emphasized the importance of movement experience. She created a variety of materials that could be grasped primarily by hand and skin perception. In recent years, in the "Moving Learning" teaching model, children were given their whole body with the help of large-scale movements and materials for learning arithmetic, writing or reading. One way to see Maria Montessori on the move board in movement education as well is in the movement rooms.
Children can create, try out and experience their own play and movement themes in movement rooms. There, they find a predetermined structure through material setups in which they can move, romp, balance, build, or crawl into a corner to relax according to their own wishes and needs.
Foundation of the movement spaces
The movement spaces emphasize children's self-motivation, curiosity and joy of movement. The children want to discover, understand, simplify and integrate new things into their knowledge and memory. To do this, the child's self-confidence must often be strengthened again. This basic prerequisite for stable development requires freedom for independence, an encouraging learning atmosphere, achievable goals, secure frameworks and minimal rules. They support innocuous communication, playful encounters and intensive shared experiences in the group of other kids.
Child-oriented movement spaces
The movement spaces are set up according to the needs of the children and their current stage of development and not according to the theoretical considerations of adults. The children are allowed to choose the spaces independently. They can change the pre-structured setups or use the offered material according to their wishes. Children use all the different forms of play in the movement rooms: sensorimotor play, information play, construction play, symbol play, role play and rule play. Without any predefinition, this can be chosen or stimulated intuitively or consciously in a flowing transition. In addition to momentary needs, the individual stage of development or the uncertainty of new constructions also play a role.
Are adults important while playing in movement spaces?
Movement spaces emphasize children's learning themes and needs. They are the focus of play and therapy. The adults are concentrated but mostly inconspicuous observers and helpers during the child's play. Their concentration, their presence and focus help the children to develop safely in free play. When children have gained enough experience, they can help plan, prepare, modify, and design new spaces for movement.
When to use playground equipment?
The playground equipment can be offered in the movement room in different ways. The offer depends on the abilities of the children.
The playground equipment has a variety of uses. It is attractive, has a challenging character, and is meaningful to the children. The children can move with it in a varied and playful way. It can be moved, perceived and combined with other playground equipment in many different ways. It is suitable for constructing and building, for letting off steam or for experiencing dexterity.
We offer many such playground equipment in our store. Among them:
- Indoor Wooden Playground for Kids – Toddler. Set 6-in-1.
Wooden Playground is fit for the babies starting from 12 months. The playground develops basic skills, physical strength, agility, and spatial thinking.
Now you can create a playground at your kids' home! Our entertainment foam blocks not only stimulate children's imagination but also teach creative thinking. The playset of velvet modules can be used for fun as well as exercises to create obstacle courses or spatial structures. Individual elements can be used as poufs or seats.
We are sure we all agree on the following point: When the children enjoy learning again, when they begin to ask for new knowledge of their own, when we adults no longer have to manipulate or stimulate them to learn, when we adults are excited to teach, to accompany the children in their independent development and to observe the learning children - then there will be movement and encounters again especially in their own playroom.
We wish you to allow and support further progress in a playful, non-coercive way - just in movement. Movement and relationship never stop developing.