Pikler approach to physical development: ‘Less is more’

Physical movement experience not only helps babies and young childrengain control of their bodies but also supports wellbeing and positive learning dispositions, as they follow their self-chosen activity, experiment and overcome difficulties through persistence and effort (Manning-Morton, 2024).

THE PHYSICAL ENVIRONMENT

Thoughtful arrangement of the environment is a key aspect of supporting children’s autonomous exploration and free movement.

For Pikler-inspired parent-child sessions at group day-care settings, low room dividers can enable the play space to be separated from eating areas, thereby avoiding hazards caused by unnecessary tables and chairs. Divided space is particularly useful for babies who are not yet walking to play freely. Dividers should be stable enough for children to pull themselves up on.

Constantly moving and facing physical challenge is tiring, so making spaces for rest is also important. Babies can often be observed taking a short rest after vigorous movement before they move off again, and toddlers like to just sit and watch for a while.

Free access to an outside space is ideal. If free-flow access to outside isn’t possible, building outdoor time into the day should be a priority in all but the most extreme weathers. Equipment that is suited to being outside, such as large sand play areas, is all closely matched to the physical skills of children. Blankets to sit on for rest and quiet, and protected space for infants to play away from older, more active children, are also provided.

CHOOSING RESOURCES

Less is more, so judge the quantity of playthings according to the number of children present. Too many choices can be over-stimulating and create a feeling of chaos, so from time to time, gather items together and replace them to recreate the stimulus to explore.

Observe the children’s interest and manipulative abilities when deciding which objects to lay out. For not-yet-mobile infants, this may include objects that are easily grasped and manipulated and don’t roll away, such as:

• a soft cloth (no bigger than approx. 30cm square)
• fabric/open weave balls
• small bowls
• small wicker baskets
• a rattle in which the source of noise can be seen.

When a baby can easily manipulate these first playthings, add objects that are flatter and require a new way of grasping, then heavier objects; and when the baby can move to follow and retrieve things, include rolling objects. At this point, low platforms and/or firm cushions can also be introduced for babies to put things on and to climb onto and over.

For mobile toddlers, introduce gross motor pieces, such as:

• A Pikler triangle with ramp
• Steps
• Low platforms with ramps
• A Pikler labyrinth for crawling through
• Large hollow blocks

Another important prerequisite for free movement is clothing that doesn’t impede movement. Bare feet are best for indoors. For outdoors, lightweight shoes with flexible soles and easy fastenings are ideal.

Furniture that supports autonomy and free movement during care events is also important.

FURTHER INFORMATION

• Gerber M. (ed.) (1997) The RIE Manual: For Parents and Professionals. Resources for Infant Educarers
• Kallo E. and Balog G. (2014) (2nd Edition). The Origins of Free Play. Association Pikler-Loczy
• Manning-Morton J. (2024) From Birth to Three: An Early Years Educator’s Handbook. Routledge
• See also: https://pikler.co.uk/resources; https://vimeo.com/piklerstudio