Pikler: Much more than movement education
The name "Emmi Pikler" comes up again and again in connection with early childhood education - as it does in our learning worlds. "Is this the latest fashion in education?", some may ask. But this is not the case: Early childhood education according to Emmi Pikler began back in the 1940s. And today it is more modern than ever before.
Emmi Pikler was convinced that even infants and very young children should be perceived as individuals and strengthened in their skills. If I push a child to do something or help them, I take away their own sense of achievement. For example, if the child learns to stand independently and without help from others, this gives them the confidence they need to learn to walk. This genuine self-confidence is a good basis for all further learning steps.
In our learning environments, we experience that the children try things out a lot and persistently. We trust the children to do a lot: they quickly develop a sense of their possibilities and limits and are less dependent on our intervention. This gives us more time to observe the child individually and support them where they are "playing". It is a real pleasure to witness the curiosity, perseverance and joy with which even the youngest children tackle new challenges on their own and take their first steps into the big wide world without adult intervention.
Out of the slippers: Movement education according to Pikler/Hengstenberg
We encourage the children to "get moving" in every conceivable way. We use special wooden play equipment developed by Elfriede Hengstenberg: Ladders, inclined planes or platforms on which the children can move and test themselves freely according to their own level of development.
In all areas of life: Learning to walk, eating, changing diapers....
Pikler's pedagogy is not just about movement. The principle applies to a wide variety of everyday situations, such as eating: We do not distribute the food on the plates, but let the child choose what and how much they want to eat. The children help themselves, shake and stir and decide for themselves whether they want to eat with their fingers or with a spoon. The so-called two-spoon method has proved successful here: The child and the adult each have a spoon - so the adult can feed the child and the child can experiment with their spoon at the same time. When changing nappies, we let the child decide for themselves whether they want to sit or lie down and encourage them to help: 'Do you want to give me your arm?
Pikler principle: Mindfulness and serenity
The core of Pikler's pedagogy is a cooperative and respectful interaction between children and caregivers that is characterized by mindfulness and calmness. In concrete terms, this means that we show trust in the child's ability to solve problems and give the child the necessary time to do so. With kind words and eye contact, we give them the necessary self-confidence to do so.
Pikler principle: "Give me time"
We support each child in their individuality and do not pressure them to reach certain developmental milestones within a set period of time. According to Emmi Pikler, problems should be seen as "learning opportunities". What she meant by this is that - even if it is sometimes difficult - we should not constantly try to make life easier for the children and protect them, but give them space and time to help themselves and try things out. Naturally, we observe the children closely and give them a feeling of safety and security
Pikler principle: Prepared environment
To enable the children to experiment independently, we prepare a safe environment with clear structures and age-appropriate places to build, play, explore and retreat to. The play materials are adapted to their age and current needs and are safe for the children to reach. This allows them to choose what interests them at the time. We prefer to use materials that stimulate the children's senses and are not too restrictive - natural materials such as chestnuts, pine cones or leaves, everyday objects such as corks, cardboard boxes, baskets, cushions, balls, cups, pots, blankets and cloths.
Pikler principle: Relationship-based care
In everyday situations, we create so-called "moments of special quality" in which we give the child our full attention. One example of this is nappy changing: We consciously take our time and accompany all actions with words. For example, we stroke the child's body with a soft sponge and name the body parts: "Here's your arm, now comes your leg". This intensive attention promotes the child's trust in us as caregivers as well as the feeling of being safe and secure at childcare center .
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Pikler for the home: tips from the pme learning worlds
Focus on the feet: let your child walk barefoot as often as possible, massage their feet or visit a barefoot park together
Even if it is difficult: do not lift the child up, do not put it on its feet, do not practise walking by hand with it
Give your child your full attention during personal hygiene - take your time and talk to your child
Who were Emmi Pikler and Elfriede Hengstenberg?
Emmi Pikler (1902 - 1984) was a Hungarian pediatrician who broke new ground in early childhood education. Her principles and theories emerged from her work as a family doctor and long-time director of an infant home in Budapest.
Elfriede Hengstenberg (1892 - 1992) was a gymnastics teacher and worked with urban children in Berlin. Her aim was to enable children to discover and develop their movement skills independently. To this end, she developed special movement materials such as ladders, boards, stools and balancing poles.
