Analysis of Movement: How to Draw Toddlers In With Your Hands

                     By Aishwarya Dwarakanath, Montessori guide & Consultant

Movement is how babies learn- both by moving themselves and observing other moving. The language of moving differs from family to family. Toddlers absorb the movements unique to your family and make them part of their own movement vocabulary. 

From the very beginning, children are watching. They notice how we pour water, fold a napkin, open a box — everything. But what they see often happens far too quickly for them to truly absorb. 

This is where the art of slowing down comes in. When we break down a task into smaller, thoughtful steps, we give the child the gift of clarity. We begin to think carefully about what comes first, what follows, and which materials we need.

Before we offer any activity to a child, it helps to practice it ourselves- over and over, until the sequence of movements flows smoothly and gracefully from our hands. Our movements should feel calm and deliberate, almost like a quiet rhythm. 

The goal is not for the child to immediately imitate what we do, but to be so drawn in by the clarity of our movements that they can remember and repeat them later — when their own inner need to act arises. 

Picture this- a dance video on social media that zips by so fast that it feels too challenging to try out, vs. a dance instructor who breaks down the steps into simple, clear movements that can be followed along to. Which video are you likely to watch again and try out?

If a child immediately repeats an activity right after watching, it might be a gentle sign that we introduced it a little late. In that case, we can always adapt or simplify the steps to suit where the child is in their development.

When we analyse our movements, we remove all that is unnecessary — only the essential steps remain. This makes the task achievable for the toddler and gives them confidence in their own success.

Every flick of the wrist, every pause, and every still moment of attention becomes part of the lesson. Superfluous movements — like adjusting our hair or clothes — distract from the essence of the task. The way we hold ourselves, the calm with which we move about the environment, and our quiet focus — all become lessons in grace and order.

This is what Dr. Montessori called education through movement. It is not just about the activity, but about showing the child how to move with care and awareness.

Before we invite the child to join us to try out an activity, we pause to prepare — not just the materials, but ourselves.

We reflect on:

• Which part of this activity will most attract the toddler’s attention?

• What small moment of wonder will hold their gaze?

• How can my movements and pauses make this clearer?

We also make sure our environment and appearance don’t distract: jewellery, loose hair, or fidgeting hands can take attention away from the main action. Our expressions and the quiet confidence in our hands are what truly draw the child in.

When we move, we don’t talk. When we talk, we stop moving. This separation helps the child take in both language and action with ease. If the child speaks, we pause and listen — their conversation is part of their learning too.

If we wear aprons, we do so gently and consistently, creating a sense of comfort and familiarity. Some environments even have uniforms for adults — a subtle way of signalling stability to sensitive toddlers.

And finally, every presentation must be filled with intelligent love — not a loud or hurried enthusiasm, but a quiet, joyful presence. It is this love, expressed through our calm and careful hands, that draws the toddler in more deeply than words ever could.