"One of the greatest mistakes of our day is to think of movement by itself, as something apart from the higher functions... Mental development must be connected with movement and be dependent on it" - Montessori, 1949.

Our movement area gives children their space to find a book in the library section, build dexterity in the scientific thinking area, make music with our own hands, know oneself in the Practical Life area, make art in spontaneous ways and provide Pikler inspired structures and space to develop their physical abilities, including allowing the child to be in charge to pace their own physical efforts.

Dr. Emmi Pikler found that children who were “motivated” to learn sitting, standing and walking before they are developmentally ready, tend to develop less strongly and gracefully in their posture and movements, and are more accident and injury prone. For Pikler, the ultimate correct thing to do wasletting the infant unfold in their development without interference.

Our children have seamless access to the outdoors all year round, while we play and learn come rain or shine. We enjoy the use of 600 m2 of our garden. Nature truly is the ideal, sensory environment—inherently filled with such supportive learning
opportunities. When we are outdoors, we hear sounds all around us, have endless opportunities to move our bodies, and are surrounded with light, color, scents, textures, and more.

The surfaces are uneven and there are reasons to look up, down, and all around us. Nature offers the incredible mix of being calming, constantly changing, and stimulating toallof oursenses. It simultaneously puts us at ease and at full attention— the dream combination for learning. Open space and a wide range of terrains allow for more vigorous exercise opportunities. Stepping on or over things develops a child’s balance and core muscles. Outdoor play also invites children to take calculated risks in their movements (under adult care), which has been shown to help them develop healthy stress responses and become more
confident in their abilities.

“So this really raises the stakes on what we provide for the children in the earliest years of life. If we don’t get that right, then from then on, we’re basically fixing something that’s broken.” ~ Deborah Phillips, Psychology Professor Georgetown University