importance of movement in child development
In a Montessori Tides classroom, there are carefully designed didactic materials that incorporate all the senses in the learning process. The hands which, according to Dr. Maria Montessori, “are the instruments of man’s intelligence,” work together with the mind. Freedom of movement grants the child the opportunity to observe and explore the prepared environment. Constantly the Montessori child actively uses and refines her senses as she absorbs the world around, while the child in the traditional classroom is generally confined to her desk, left almost exclusively to listen. The child in a Montessori Tides classroom is thus an active rather than a passive learner, who makes good use of all her senses while freely moving about the prepared environment.
Furthermore, movement is connected to spiritual development. Physical activity nurtures the whole being, including the spirit. Montessori acknowledged, “If muscles which should normally be functioning are dormant, there is not only a physical, but a psychic depression as well. This is why action can have an influence also upon one’s spiritual energies.” Without activity a child energy supply is depleted, causing learning to be a more difficult task than it would be if there was a freedom to move. Dr. Montessori emphasized, “In fact, it is only by movement that the personality can express itself.”
Freedom of movement clearly relates to freedom in general. Montessori believed that a child who is in control of herself, prepared to make rational choices and resist fleeting, illogical temptations is free. Consequently, freedom goes hand-in-hand with responsibility and self-discipline. Within the prepared environment, the child is allowed to develop her focus, become self-disciplined, and act responsibly. She is thereby able to become truly free. It is a catch 22 though; a child must initially be given freedom to learn to exercise responsibly, as a child in a Montessori Tides classroom is. She is free to move and make
Furthermore, movement is connected to spiritual development. Physical activity nurtures the whole being, including the spirit. Montessori acknowledged, “If muscles which should normally be functioning are dormant, there is not only a physical, but a psychic depression as well. This is why action can have an influence also upon one’s spiritual energies.” Without activity a child energy supply is depleted, causing learning to be a more difficult task than it would be if there was a freedom to move. Dr. Montessori emphasized, “In fact, it is only by movement that the personality can express itself.”
Freedom of movement clearly relates to freedom in general. Montessori believed that a child who is in control of herself, prepared to make rational choices and resist fleeting, illogical temptations is free. Consequently, freedom goes hand-in-hand with responsibility and self-discipline. Within the prepared environment, the child is allowed to develop her focus, become self-disciplined, and act responsibly. She is thereby able to become truly free. It is a catch 22 though; a child must initially be given freedom to learn to exercise responsibly, as a child in a Montessori Tides classroom is. She is free to move and make