The Role of Movement in Children’s Education
By Kim Yul
Movement is an integral part of the Montessori Method. Through the lens of real-life methodology, it’s clear that movement is essential in order to self-actualize because movement is essential to life itself. As adults, we are so used to using our muscles that we often don’t notice. Opening the refrigerator door to get a drink of water, walking down the street, and even subconsciously using your fingers to type to do work are all muscular activities. However, for young children, these activities come as a great burden. Because their muscles are underdeveloped, they tire easily and require a lot of stamina even with small activities. That’s why it’s so important to give children the opportunity to use their muscles.
It’s important to emphasize the role of movement and muscle development in your child’s education, given that a child is always on the move unless somehow prevented. The Montessori teaching environment therefore encourages children’s movements, but these movements should be meaningful and purposeful. Just as the various activities discussed in my previous article have a purpose, movement must have a purpose. Whether carrying objects, picking up objects with tongs, moving around the classroom to get materials, or watering plants, all activities use muscles and require movement.
Coordination is one of the direct goals of real-life education, and given all the movement in the classroom, students will have considerable practice in this area. Students gain total motor skills through practical life activities such as free movement in their environment and balancing on a line, which in turn will help them learn how to control and utilize their bodies. However, refinement of fine motor skills makes sense in itself. Dr. Montessori (1995) says, “He does it with his hands, by experience, first in play and then through work. The hands are the instruments of man’s intelligence” (p. 27). This is a crucial concept to consider when making the case for the importance of the practical life area of a Montessori educational environment for children. As such, these improvements must be reached through the prior development of total motor skills.
Kim Yul is originally from Gwangju and has taught in Cincinnati, Ohio, for many years. He is a Montessori elementary school teacher who believes education can change the world.
Source
Montessori, M. (1995). The Absorbent Mind. New York: Henry Holt.