Learning to move and moving to learn

We don’t just believe in the power of movement at Kindercare; we build our curriculum around it. Why? Because movement builds the brain — it’s that simple. It’s how tamariki develop the foundations for pathways to school and kura, lifelong learning, and success.

While our tamariki were born to move and have an inbuilt ‘plan’ for developing more complex movements as time goes on, they still need us to understand the ‘ingredients’ needed to allow for the physical play our children need to build strong brains and bodies (and the connection between the two).

Movement isn’t a chore for our children. They’re not dragging themselves to the gym like an adult might because their rational mind says it’s a good idea. It’s instinctive for the child. They want to move! They NEED to move. We only have to look at the universal play urges of young children (of which running, orientation, rotation, trajectory, transporting, balancing, climbing and chasing are but some) to see how much of an urge children have to move their bodies. Or, we can listen to phrases adults spending time with tamariki often say: “they’re bursting to go outside”, “they have trouble sitting still”, “they’re bouncing off the walls”. Movement is innate, and it is important— for physical health and development but also for mental wellness, emotional and social learning, self-awareness, self-confidence, and cognitive skills.

Our children learn to move well by moving. These are not skills they pick up through verbal instructions, or simply from watching others. Skills are learned and strengthened through their own efforts. This is the crux of the ‘movement message’: that young tamariki need opportunities to practice and refine their movements.

This does not mean structured gymnastics classes or a soccer skills programme (though, of course, there are whānau who may include these things in their week), but is far simpler, and goes right back to our youngest pēpi (baby). All they need is space on the floor, and time when they can be on their back, moving freely. Here they discover how they can move— learning to control and build confidence in their own movements, and eventually being able to get themselves over to the toy or object they desire. (Quite literally, ‘reaching their goal’).

Toddlers need time and space to see what their bodies can do now they’re upright. Their repertoire of movements extends which perfectly couples with their newfound drive for independence. We don’t have to have specific equipment or be at a specific playpark for “movement time’, but rather to allow our toddlers to move where possible. We can think twice before strapping them into a pram on ‘autopilot’ and see if the walk we’re venturing on is actually one where little legs could be the mode of travel. (Not usually the fastest way, but so joyful for a toddler to be able to walk at their pace).

The most opportunity-rich space for our toddlers and young children to explore and extend their movement capabilities is nature. Open spaces, logs, trees, hills and puddles are just some of the ‘treasures’ for children to go in, on, under, along, and to swing, balance, hang, amble, perch, scramble or otherwise move amongst. Actual muscles, ‘play muscles’, risk-taking, confidence, and a connection to the natural world can all be stretched and strengthened through a child’s natural exploration outdoors.

‘Part two’ of the key message above is in these three words: their own efforts. While our young children accomplish a huge range of physical skills in their early years, they aren’t an easy acquisition. They take time. Practice. Effort. And, as would be expected when mastering anything new— some frustration, struggle, and not-so-successful attempts as they learn.

It can be parental instinct to want to shield our child from hardship, but if we ‘rescue’ our tamariki when they are struggling with a new movement, we disrupt the steps on their path to fluidity, and take away the immense feeling of satisfaction that will eventually come when they do it themselves. “I did it”, isn’t just a wonderful thing in the moment (although it is— the child’s face always radiates the joy they feel) but it builds the image for the child that they CAN solve problems. That they CAN do hard things. And that struggle is a part of learning, but not the point where we stop, or ask another to take over.

Of course, we’re not talking about not helping a very stuck child, or one who has climbed high and gotten wobbly legs and is now terrified, or one whose frustration has boiled over to despair, but to wait before rushing in if the situation is less urgent. Encouragement and calm support can go a long way, and popping a pēpi back in the position they started from, rather than giving a little ‘nudge’ to roll them over the rest of the way if they’re not quite managing.

Our children all have a unique ‘timetable’ for their development, and will achieve physical ‘milestones’ at different rates. What is so beautiful about our young tamariki is they are not learning these movements in order to tick them off a list! They find joy in the movement, and will keep doing it. Because they can! If we know we allow them time, freedom and space to MOVE, we can trust that these conditions are ‘right’ and our child will blossom in their time. Rather than catching the pressure of “when will they…”, or, “they aren’t…”, we can do something far more valuable— catch their pleasure at what they are doing, and how they’ve done it for themselves.