The education of a child’s physical movements is very complex as it must correspond to all the coordinated movements which the child has to establish in his physiological organism. The child, if left without guidance, is disorderly in his movements. These disorderly movements are typically the special characteristic of the young child and yet he “never keeps still,” and he “touches everything.” This is what forms the child’s so-called “unruliness” and “naughtiness” in formative years. --Dr. Montessori’s Own Handbook (1965)

Motor skill education has always been an important part of the Montessori curriculum. Dr. Montessori recommended helping the child learn orderly movements so that as he grows he will control his own movements. According to the Montessori philosophy, a child should not be restrained or confined (playpens, high chairs). When a child has the opportunity to move in an appropriate way she grows quiet and content. Children become active workers full of purpose and joy.

In a Montessori environment children are taught orderly movements by being shown every part of a lesson: how to choose a material from the shelf, how to carry it to the table, how to complete the work, rise from the chair, pick up the work from the table and return it to the shelf. The children learn these tasks easily and want to perform them, again and again.

In a Montessori environment, children require space to move and work in order to develop their minds through their motor activities. It is through their movement (hands and large motor) that their mind develops. Some people find it easier to memorize a sonnet while walking around. It is the repetition of movement and an opening of the mind together that facilitate learning.

Although Montessori classrooms have tables and chairs, the children have the freedom of movement to choose to work at a table and chair or to work on a rug (creating a defined work space on the floor). Depending on the age and personality of the child, some children prefer working on the floor while others prefer table work. In either case, much of the work and where to complete the work is selected by the child.

In traditional settings most schools have a physical education teacher. This is true at many Montessori schools as well. However, other Montessori schools integrate the physical education curriculum with the Montessori curriculum. For example, if a class is studying Africa the Physical Education teacher (or classroom teacher) could include games from that continent.

© Ingrid Weland, Pen to Paper