In Berlin there is an atelier in which children can play with sand and with many objects of everyday use, independently refining their motor, sensory and social skills
At the beginning, the hands shyly approach large baskets on the floor. But, as soon as the fingers touch the fine sand, time seems to stop and only the perception of pleasant contact with the material remains. The grains slide on the hands and the body begins to move, first slow then fast, entering into relationship with objects and in a continuous search for balance.
The sand falls on the ground, it spreads, but it is not a problem: Occasions of discovery expandbare feet sink you with joy. Cups and containers are filled to overflow and the air fills with the sounds produced by spoons and grinders to the work.
The sand atelier
In Strandgut (German term translatable with “gifts brought by the sea”, for example after a storm) of Ute Strubin Berlin, this experience of discovery and intense concentration takes place daily.
Ute Strub is a physiotherapist specialized in work with chronic patients, who In the seventies he was fascinated by the work of Emmi Pikler And he began to imagine new pedagogical itineraries marked by respect for the person.
Thus sees the light the innovative project of its permanent atelier, initially aimed at an adult audience but which, over time, began to be frequented more and more often by Children and teenagers between 6 months and 14 years.
The atelier is made up of two rooms, the “sand room“And the”straw room”, Think To encourage the exercise of fine and large-motor motor skills respectively.
With the sand, Ute Strub senses, children have the opportunity to see, think and feel through their hands. Already Maria Montessori said that knowledge, for the child, was born first of all through “doing”: The hand, organ of intelligence, acts as an intermediary between the ego and the worldand freedom of movement allows not only to know reality, but also guarantees the harmonious development of mind and body.
The educational value of objects
In the atelier space they are arranged Some containers (wicker baskets or other natural material covered with fabric, boxes, drawers …) full of sand end and dry, placed on low tables or directly on the floor, and one rich collection of objectsplaced on shelves, stools or hanging on the walls.
The choice of elements in the room is the result of careful reflection and extreme care for detailsso that children are as long as possible to use them. Among them we notice objects that we would hardly include in the “toy” category: kitchen utensils, chopped, grinding grinding, gracts, mortars, various types of containers, shells, Portauova …
These are objects with a story, real and natural materials, because The child must be able to experience different sensory impressions (which the common plastic toys do not allow).
The variety is extremely important: during the game, children have the opportunity to observe and manipulate very different objects. By trouble the sand from one container to another they can indirectly investigate the concept of volume; Pouring it first into a wooden bowl and then in a metal can study how the sand behaves in relation to the different materials; Using the various tools they observe how grains pass more easily between the holes of a colapasta than among those of a tea strainer.
These are natural research and learning sequences, direct, experiential, with an invaluable value.
There are also numerous opportunities for children to go down in the game of “let’s pretend that …”: The objects available are in fact the same in their homes but which, very often, are not allowed to use. So here are interesting game dynamics in small groups, with children intent on preparing a soup or sandy tea.
Free and concentrated children
Observe children as they play with sand evokes the meditative activity of the monks in the Karesansuithe famous Japanese Zen gardens: theirs is a serene, introspective, full of nuances work and during which the maximum concentration is maintained.
Freedom of action is also protected. In the strandgut exist only two rules: the sand remains in the sand room, the straw in that of straw; It is necessary to respect the objects and the work of others.
Children thus have the opportunity to act in an environment that protects, orieves, but does not force. Their activity is not in fact guided towards the achievement of defined pedagogical objectives: The primary purpose of experience is the pure and simple immersion in the game as an end in itself.
What is the role of the adult? It is very similar to that proposed by Maria Montessori: A discreet directorwhich with wise gaze and reflective ability thinks, organizes and observes, measuring their intervention based on the child’s activity and limiting it to the strictly necessary, leaving the child the leading role.
The importance of “simple” activities
Sensory exploration, exercise of fine motor skills, discovery of mathematical and physical principles, emotional canalization, reworking of experiences, development of creativity and divergent thought … Work with sand guarantees many benefits And it shows how, contrary to what is often thought, they are the simplest activities that offer the most complete opportunities for growth.
The experience of the strandgut, Easily replicable both at home and at schoolreminds us of the need to remain, as adults, in the background, respecting the slow times of the child and putting confidence in his innate and powerful desire to discover and learn. In this way the child can be guided by his own interests and follow his personal “inner design” of growth, free and autonomy.
