It has been two years since I read the book of Maria Montessori ‘The 1946 London lectures’. I was particularly interested in a chapter on the walk with the little child. Since then I have started to observe how children and parents go for a walk together.

In her lecture, Maria Montessori draws the attention to the way the little child behaves or wants to behave during the walk – walking slowly and peacefully, making pauses in order to look at different objects which draw his or her attention, dedicating time to these objects, starting to walk again, stopping and sitting, running, and so on. These actions correspond to particular needs of the child’s development – motor activity and accelerated psychological development which happens while the child is observing, examining and interacting with the surrounding environment. The things which the child is occupied with during a walk may seem completely illogical to the adult who has no understanding of childrens’ development but actually these occupations have their deep sense and are vital for the growing child. The child notices details which the adult does not see; the child is building links which would never have come to our minds as adults. In this way, the child builds his or her personality and acquires knowledge and skills how to be a part of the world.

In the same lecture, Maria Montessori describes the conflicts that follow as a result of adult’s misunderstanding regarding these needs and processes. The adult often makes remarks to the child, wants the child to hurry up, not to stop, to walk in the desired directions, and so on. While the adult tries to get his or her necessities for a walk satisfied, being nerved by the child’s behavior, the child does not seem to accomplish the most needed acts for his or her development.

Yes, I observe with high interest how adults and children are having a walk together. In most of the cases, indeed, parents are constantly asking children to hurry up, even threatening the child to leave him or her behind if they do not follow their pace. In most cases, this threat works as it activates the fear of abandonment. But would you like to control the behavior of your child by using his or her fears?

Other parents do not let children move or act freely. Seemingly, they are going for a walk but going astray or touching things is forbidden for the child. The desires which children have express their needs. Try to understand these needs, and if you really are against a certain act, try to replace it with an alternative which will let the child perform in the same direction.

The claim that children cannot take long distances is a myth. They can! But if we take away their occupation during the walk, or the joy of discovering, and we simply rush them to walk in a certain direction, which fulfills our aim, then children will lose their motivation. Would you like to walk without having any motive, and running after someone who is constantly reproaching you or making you hurry against your rhythm?

Walking with children can be really meaningful for both sides. When was the last time when you observed the leaves, the blossoms and the stem of a flower? Or the way an ant is walking, coping with complicated obstacles? When you are walking, do you pay attention to the landscape, to its lines and details, to the shapes of the clouds? Have you noticed how a particular tree blossoms and how it is gradually getting green? Having walks with your children may help you concentrate in the connection with Nature, so that the act of walking is indeed complete, energizing and free of everyday topics and worries. Stop along with your children and while they are observing or doing something, use the time to make your observations too. We know so little of Nature but that could be changed, if we have the will.

Last week a father was walking with his daughter (3-4 year old) and they had the following conversation:

- Dad, how is this flower called?

- I don’t know.

- What about the white one?

- I don’t know that either.

So, the conversation ended and the walk continued. Of course, we cannot know everything but we can search, ask and learn together, we can observe and discuss. I am taking this example as a standing point to show that the communication with our children and Nature can be related, deep and meaningful. What would have happened, if this father and child had stopped to have a closer look of the flowers, to smell them, to talk about them?

Let’s see it in a perspective, and imagine how such a deeper communication with Nature and adults, and the free realization of development acts, would affect the future of the little child. Would his or her interest in the world of Nature become deeper? Would the child realise his or herself as an inseparable part of Nature? Would he or she become a smart, awaken and sensitive youngster? The same applies for us, the adults. Would we become calmer, more observant and more empathic, if we connect with our children’s needs and accept the laws of nature? We can be sure of this! Or at least we can try and see the results.

If you are already convinced of the effects of such activities with your children, you can take a walk in Botanica Life’s gardens with your child. You can examine, join us in gardening, pick and taste fresh vegetables and fruits, and enjoy the plants, the soil and the sun.

Author: Emiliya Ilieva

References: lecture 18. Education for independence - Maria Montessori, The 1946 London Lectures.