The process of life in human beings is following special laws of nature and we do not know all

of them. But we know that the building up of body, mind and psyche are in mutual connection.
For the possibility of movement, more organs belong together: skeleton, muscles with tendons
and joint, brain and nerves. These organs together form the system of movement in the body
which is a complicated organism. It combines the muscular and nervous system. The muscular
system and skeletal system are necessary to bring the body forward and for the movement of the
organs. Brain is the most mysterious organ and the central place for getting information and
giving commands. Although we can make a lot of movements consciously, some movements of
body are unconsciously done.

Movement is one of the most important aspects of the child’s life which leads to independence.
All children progress through developmental motor sequences although it could be slow and
awkward sometimes. Movement connects the child with sensorial experience and through the
sense is how the children learn. For improvement of motor skills, the child needs to practice and
utilize them. Young children are learning at the fundamental level, thus the activities can be very
simple. Many scientific researches already affirmed that walking, moving, stretching, running
and other activities enhance the learning process. Simple stretching can get more oxygen to the
brain. More relaxed eyes prevent eye strain, the body becomes relaxed and the child will be able
to focus on the targeted tasks.

One way teachers have found to include movement in the Montessori classroom is through
yoga. It is such a simple way for the children to take a break from their work and help to relax
the brain while stretching the bodies. It can strongly benefit children who might have social,
emotional, behavioral needs. Studies show that the children who practice yoga are calmer, more
energetic and able to deal with negative emotions better. The children can initiate start at the
level which will enable them to work safely and successfully.

Movement helps the brain acquire and process information and maintain energy. During the
movement activities, the whole child benefits, not simply the arms, legs or lungs. The child
actively uses and refines all the senses as he absorbs the world around. A simple way to include a
variety of basic motor skills is to create an obstacle course. The children can go through, in, over
and under obstacles. When practicing basic motor skills, the emphasis should be on attempting
the activity, rather than on the correctness of the movement.
 Movement can also help children develop emotionally and socially. Their well-being can be
greatly enhanced if they are given simple foundations in all areas during the sensitive period. . In
physical education programs, the communication, emotional, social skills of children are
exercised as well as their motor skills. Participation in motor activities with peers who are
accepting influences friendships, the social and emotional growth of the children. Movement
makes the children happy and allows them to use their will. It plays an essential role in
Montessori’s philosophy education. For Montessori, the acquisition of knowledge is not as
important as growth of personality. The mind activates the muscles to accomplish an activity,
physical activity in turn contributes to the information of the self. It is the dynamic relationship
between the body and mind that gives rise to one’s personality. We can see the child who is
freely active change in character. Movement is not just correlated with intelligence but also with
character. In the class, music is another way to make the movements more engaging. It can be
incorporated into movement using walking, dancing, hand moving activities. Music and
movement can easily be combined and work well together.

Maria Montessori recognized the relationship between the brain, senses and muscles. There are
periods of great capacity for optimum development of specific skills because the senses are
attuned to the specific aspects of the environment needed to satisfy the needs of the brain.

“Till now, almost all educators have thought of movement and the muscular system as aids to
respiration, or to circulation, or as a means for building up physical strength. But it our new
conception the view is taken that movement gas great importance in mental development itself,
provided that the action which occurs is connected with the mental activity going on” (Maria
Montessori, 1949, p.142)

The movements in Montessori’s philosophy are the voluntary movements or the physical
activities that use the muscles to acquire knowledge or express themselves such as the use of
limbs, hands or the tongue. All of those movements are connected with the mental activity going
on. Montessori tells us that purposeful movement is what drives not only behavior but also
learning. Thus in Montessori environment children are free to move. Movement is found all
around within a Montessori classroom. Ways for children to move are embedded in almost every
Montessori lesson. One example is how movement may be included when the children work
with the continent puzzle map. They are asked to find each one of various continents which are
placed around the room or the teacher can ask the child to bring her specific letter sounds while
the sandpaper letters are placed across the room on a table. When we ask the child to make trips
back and forth to bring the Long Rods to the mat and even to return the material to the shelf, we
are not asking him to do so because it keeps him busy. We are helping him build the muscular
memory of the concept of “ten”. The child is learning the decimal system not only with his mind
but also with his whole body.

Through movement, children learn how their bodies work and get information from the
environment, how the body is used to interact with the environment. Movement connects the
child with sensorial experience and through the senses is how the children learn. Gathering
sensory information from the environment stimulates the brain cells. “The hand is the
instruments of man’s intelligence” (Maria Montessori)

There is another kind of movement which is not desired. It is movement in which the children
do something not out of their own will but the will of others. Their movement is no longer free
but controlled by the will of adults. Thus, the children will not have the opportunity to carry out
their will to mould the world and this kind of movement does not contribute to their mental
development.

“To give them their right place, man’s movements must be coordinated with the center- with
the brain. Not only are thought and action two parts of the same occurrence, but it is through
movement that the higher life expresses itself. To suppose otherwise is to make of man’s body a
mass of muscles without a brain.” (Maria Montessori, 1949, p.141)

“Work is inseparable from movement” (Maria Montessori, 1949, p.146). Since the child’s work
is to learn, we must incorporate purposeful movement into his learning.
References

 Montessori, M (1949) The Absorbent Mind.

 Montessori, M (1967) The Discovery of the Child.
 Montessori’s Philosophy of Movement,
https://www.encyclopedia.com/education/applied-and-social-sciences-
magazines/montessoris-philosophy-movement (Accessed 5 December 2018).
 Movement, https://www.montessoritides.com/blog/movement (Accessed 5 December
2018).
 Why child’s movement is so important, https://montessorischools.bg/en/why-childs-
movement-is-so-important (Accessed 5 December 2018).