By Emily Mclelland

Freedom of movement is a concept that mainly derived from the Pikler approach. Emmi Pikler, being a pediatrician, and carer in an orphanage, she was very interested in the way that parents would put children into positions they could not yet get into by themselves. She studied her own, and other children and found that letting children find their own way and develop these skills independently, would have benefits on them in the future.

However, since studying this topic, and having discussions with parents about my findings, I have found that this is something that not many parents have ever been heard of or been taught.

As an early childhood teacher I have discovered over time that an integral part of our teaching is a peaceful approach, where our teaching and learning is one of utmost respect for the child. Creating a peaceful environment which allows children to discover as much as possible on their own.

Respect is shown and felt through the way the children are handled. Offering children the freedom to of movement, to experience the world on their own terms. This is supported through providing safe, interesting and appropriate environments, by providing uninterrupted time to explore, and by connecting with them in ways that emotionally and intellectually support their own learning and discoveries. Infants should be allowed to move freely to practice skills to progress to the next stage in their own time.

“Kaiako respect infants’ motor progression and allow their physical development to unfold naturally at their own pace” (Te Whariki, 2017).

Being strong advocates for natural motor development means allowing children to develop at their pace and time without being rushed. Not putting children into positions that their bodies are not physically ready for or which are unnatural. Placing younger babies on their backs to explore when they can not yet get into the sitting position by themselves, rather than in the sitting position, which is quite restrictive of their ability to freely explore. We have observed that placing children on their backs increases children’s confidence and the length of time spent exploring on their own.

We can support our tamariki at home or in our centres by: the elimination of all movement restricting devices that children cannot get out of themselves, such as swings, exersaucers, and bouncers from the environment. The exceptions are cots and car seats for safety reasons.

Infants are always placed on their backs to encourage optimal muscle growth to be able to roll over on their own.

They are not propped to sit, pulled up to stand, or walked via adult intervention.

There is no need to be in a hurry. They haven’t yet developed the strength or balance to hold these positions on their own. If we prop them up with cushions or devices that will hold them, their range of movement in this assisted position is limited, so they can only reach for objects close by, often losing their balancing and falling.

“When children are learning these new skills, they are learning to do something on their own, and to challenge, and experiment with their physical abilities.

They are also learning to persist with difficulty, and persevere through these challenges. “He or she comes to know the joy and satisfaction which is derived from his success, the result of his patience and persistence” (Pikler, 1969).

As children get older, this can turn into supporting self-confident children. Helping children to become capable and confident learners means allowing them to take risks, be challenged and set and solve their own problems. We do this by spending time carefully observing children and finding the right time to offer support. For example, if a child is having difficulties maneuvering a trolley over an obstacle then we observe and give the child time to find a solution first, rather than intervening unnecessarily. The ability to persist when difficulties arise is an important disposition we want to recognise and support, allowing the child to gain valuable skills for life.

We can also support children in solving their own conflicts. By observing and giving time, we are helping children to develop their relationships with peers, supporting their self-esteem and opportunities to be confident. By being close, we can give children time to develop strategies and skills for themselves, acknowledge feelings and offer possible solutions while ensuring that children are kept safe.

"What does it say to the child when we are not happy with what they can do already on their own but expect them to do something they are not yet ready for and cannot maintain without our support” (Magda Gerber).

Its so rewarding to know how much empowerment we can give to children by just letting them learn for themselves.