Why no cots?

“If we give children enough space and possibilities for free movement, they will move as beautifully and gracefully as animals: nimbly, simply, confidently and naturally.”
 ~ Dr Emmi Pikler

We have been inspired by many different philosophies and approaches at Kardinia Early Learning, one in particular that we are guided by daily is Dr Emmi Pikler. As we began to deepen our understanding of Pikler’s work, we started to unpack some of her ideas around freedom of movement, respect, autonomy and trust in the child and what this actually looks like in an Early Learning context.

The concept of allowing children to naturally unfold in their motor development, prompted us to consider the environments we provide for children and whether we were creating spaces that promoted freedom of movement for the children in our care.

Alongside the freedom to move we also believe in creating a calm, secure, predictable and accessible environment that allows children to be interdependent and empowered but also one that responds to their biological and physical needs through attunement and respect.

Dr Maria Montessori, another great influence in the early years whose theories are grounded in children’s competency, complimented Pikler’s principles, seeing children as active participants in their own development. Where Pikler advocates for no highchairs, walkers, bouncers etc. – Montessori’s advocation for floor beds seemed to align.

The purpose of the floor bed is to meet a child’s emotional needs by providing accessibility and choice for the child. As infants begin to move, a low bed empowers autonomy by inviting the child to initiate rest and the opportunity to wake naturally and get up when they are ready.

Removing cots from our environments was a huge step to take in the consideration of the environments we are designing for children; and the message that those environments, and the furniture within them sends to children. The ripple effect of the floor beds has been evident in the way we see children peacefully approach sleep and rest times in the classrooms and the responsiveness they offer us to support children’s sleep needs.