In this article and the one to follow, we explore how birth to three-year-olds’ growing mobility is supported through Emmi Pikler’s approach to free movement. Here we are focusing on the role of the caregiving adult.
Pikler showed that children’s motor development unfolds naturally when free movement in a safe space is allowed; her research highlighted that this results in alert, confident, agile children with no retained reflexes.
This is a different perspective to current contexts that exhort practitioners to constantly stimulate children’s development towards set developmental milestones. So, the initial step in implementing a free movement approach in settings is for practitioners to fully understand the Pikler approach and their role within it, and to reflect on any of their own attitudes thatmay deter them from implementing this practice. This reflection is important so that practitioners may better regulate their own responses and behaviours and support each child without getting in their way.
A core feature of the adult’s role is to provide a safe, sufficiently interesting and challenging space with many and various opportunities to move freely, with well-matched resources. But this does not mean that practitioners stand back and do nothing; the practitioner’s role is one of active non-participation, being attentive and present – in body and mind. Pikler practitioners may appear as if they are not doing very much, but they are internally active, constantly noticing the type and quality of a child’s movement and thinking how best to support them.
Practitioners sensitively engage with children (verbally and non-verbally), but they pause before intervening or interacting unnecessarily, thereby avoiding interfering in the child’s activity. Pausing before stepping in shows respect for the child’s initiative and gives them time to problem-solve; thereby supporting autonomy and learning. This lets children know you are available to them, they are noticed, and their activity is valued.
It can be difficult to watch children struggle, but often a child will come to their own resolution if given time, supportive attention and opportunity to practise. However, this does not mean leaving a child to struggle so that they get distressed or discouraged. Practitioners who honour children’s own ways of integrating new movement patterns, and offer emotional support as they do so, are facilitating smooth neurological functioning and a sense of competence.
For example, the process of turning from back to tummy starts in the early months and can be seen to progress with practice. The Piklerian practitioner will notice the progress and support the infant with encouraging words. At no point will the practitioner interfere unless the child shows more than just the first signs of frustration, when they might gently be returned to their back (resting) position.
Pausing before helping also prevents practitioners’ unjustified fears or concerns about safety and risk from inhibiting a child’s movements. This requires a good level of self-awareness and self-regulation. Caregivers need to make calm observations to help them deal with their anxiety and to let the child know they are being noticed.
Supporting free movement also comes from having a deep knowledge of each child, based on closely observing them. At the Pikler House, practitioners are trained to develop focused awareness which they use throughout their working day. Their notes focus is on what each child can already use their skills for; the nature of a child’s movement not only gives insight into their physical capabilities but also their personal and emotional states.
The practitioner’s role is not to ‘teach’ an infant to move using artificially constructed equipment or complicated exercises. If practitioners allow children to use their bodies freely, close observation will show how the children change rapidly from lying, waving, kicking infants into running, jumping, climbing three-year-olds.
Observe a baby or young child:
- What positions do they find by themselves?
- How do they change position?
- How do they move and change place?
- How do they co-ordinate their movements?
- Can you see them using balance and knowing where their bodyis in space?
Note down any examples of how they challenge themselves physically, struggle, and/or play with a physical skill. If possible, observe again four weeks later: what has changed? (Manning-Morton, 2024).
REFERENCES
Manning-Morton J. (2024) From Birth to Three: An Early Years Educator’s Handbook. Routledge
Pikler E. (1940) ‘The Development of Movement – Stages’ – an excerpt from Peaceful Babies – Contented Mothers in BULLETIN, No. 14/Winter (1994). Search: https://thepiklercollection.weebly.com