MOTOR EDUCATION
The education of the movements is very complex, as it must correspond to all the coordinated movements which the child has to establish in his physiological organism. The child, if left without guidance, is disorderly in his movements, and these disorderly movements are the special characteristic of the little child. In fact, he “never keeps still,” and “touches everything.” This is what forms the child’s so-called “unruliness” and “naughtiness.”
The adult would deal with him by checking these movements, with the monotonous and useless repetition “keep still.” As a matter of fact, in these movements the little one is seeking the very exercise which will organize and coordinate the movements useful to man. We must, therefore, desist from the useless attempt to reduce the child to a state of immobility. We should rather give “order” to his movements, leading them to those actions towards which his efforts are 21 actually tending. This is the aim of muscular education at this age. Once a direction is given to them, the child’s movements are made towards a definite end, so that he himself grows quiet and contented, and becomes an active worker, a being calm and full of joy. This education of the movements is one of the principal factors in producing that outward appearance of “discipline” to be found in the “Children’s Houses.” I have already spoken at length on this subject in my other books.
Muscular education has reference to:
- The primary movements of everyday life (walking, rising, sitting, handling objects).
- The care of the person.
- Management of the household.
- Gardening.
- Manual work.
- Gymnastic exercises.
- Rhythmic movements.
Fig. 3.––Frames for Lacing and Buttoning.