Independent Discovery

How can children best discover their world? And what role does environmental design play in this? Family counselor and course instructor Steffi Kuntze talks with us about the concept of the "prepared environment" and gives parents concrete ideas for everyday life.

  

What does "prepared environment" actually mean?

 

A prepared environment should make children curious and arouse their interests. Exciting tasks and materials await them there. Toys, on the other hand, play a minor role.

 

So what's the difference between materials and toys? 

 

Toys are conceived by adults. They usually only have one purpose and therefore quickly lose their appeal. Materials, on the other hand, stimulate imagination and creativity, can be used in many ways, and grow with the child. A stick, for example, can be transported, become a stick figure, or even an airplane.

 

Why is a prepared environment so important and valuable in the first few years?

 

This way, children can change and shape their environment. They recognize their limits by, for example, falling safely. At the same time, they collect small successes. An example is the Pikler triangle: if the child is allowed to explore it themselves and the environment is safe, they discover the device in different ways. They stick their foot through the rungs, go around it, proudly climb the first step and eventually venture higher. All of this happens out of their own initiative. During this time, parents are welcome to lean back, drink a coffee and simply observe.

 

So is help counterproductive?

 

Exactly. Small falls and bruises are part of it. The important thing is that the environment is secured so that serious injuries cannot occur. However, children must also be allowed to experience that you fall over if you are not concentrating, or that some movements do not lead to the goal. This way, they recognize limits and learn to try things out. Sometimes children complain when trying things out and seek the parents' gaze. Often, in this situation, it is already helpful to sit nearby and say: "Oh, that looks difficult and you've been trying it for a while now." This usually leads to the child feeling seen with their feelings and continuing to experiment. If they then even manage to climb down the Pikler triangle by themselves, the parents can see the sparkle in their eyes and be overjoyed with them.   

 

Do you generally advise against helping?

 

Of course, there comes a point where help is essential. Exactly when the child cries desperately and falls into a trance, no longer moves, and desperately looks around for their parents. At this point, it is truly time to remove the child from the situation and let them start over. If, in these moments, we were to show the child how to get down from the triangle, we would be taking away their sense of accomplishment. Here, parents can instill confidence in them that they will achieve it themselves on the next try or the one after that.   

 

This is certainly also good for self-confidence?

 

Correct. Self-confidence grows with every personal experience. Children follow their inner plan, act from within themselves, and are intrinsically motivated. It's not about praise, but about the activity itself. Challenges are mastered at one's own pace and according to current interest.

 

What could a prepared environment for babies look like?

 

That depends on the developmental stage. Space and offerings should always match the child's age and abilities. The more mobile children become, the more space they need.

 

Concrete tips for a prepared environment from 3 months to 3 years can be found below the interview.

  

Many parents are afraid that their home will then become an indoor playground.

 

Yes, it's true that your own interior style will be barely recognizable in the first few years. But it's just a phase, and it's worth it.

 

What do you advise parents who have a limited budget?

 

A prepared environment doesn't have to be expensive. Many things are already available at home: sensory materials, cups, bowls, or a box of pens that can be used temporarily. Food packaging is also suitable: jar lids, for example, are food-safe, can be put in the mouth and used for play. Often, parents already have much more than they think.

 

And what if there is little space?

 

The most valuable thing for children is simply to be part of everyday life. They want to get to know the adult world. From their first birthday onwards, you don't need much space at all. Instead, you can involve children in many activities, even if it takes longer.

 

Does that still count as playing?

 

Learning and playing belong together. Toddlers enjoy participating in everyday activities. This creates not a separate play area, but a shared living space.

 

How important is order in a tidy environment? Is there such a thing as too many toys?

 

From my own experience, I can say that too many toys quickly overwhelm children. They quickly lose track and cannot combine the individual toys at all because they are only single-purpose. Many materials, however, do not overwhelm. They should be limited but sufficient. It is best if they come from everyday life. This stimulates imagination. It is easy for the child to find suitable materials and they enjoy experimenting.

 

How important is it to keep things tidy?

 

Small children always need help with sorting and tidying. A tidy environment is not only visually appealing. It also helps to maintain an overview and prevents overstimulation. It is often helpful to put away materials that are not currently so interesting to the child and with which they do not play so intensively for a certain period of time. This way, the materials are rotated. Another nice idea: exchange materials and toys box by box with a friendly family. This provides variety.

 

What three tips are particularly helpful for getting started right away?

 

First: Observe your child. In everyday life, we are often caught up in the daily hustle. It's worth taking a step back here: Where is my child right now? What interests are they showing? What materials fit that? This assessment should be re-evaluated regularly so that the offerings remain current.

 

Next: See what you already have at home. It's usually more than you think.

 

And finally: involve your child in household chores – whether it's doing laundry, shopping, emptying the dishwasher, or running errands together. Children benefit from this. Playing and living belong together.

 

Tips for a Prepared Environment

 

3-4 Months

Children are not yet mobile and primarily explore the texture of things.

Suitable materials: light, easy to grasp, different haptics, no loose parts.

Examples: Felt ribbons, cotton cloths, grasping balls and rattles, small dolls, a rope with knots, sensory balls, toys with bells, balls from a ball pit, fabric balls, a cloth with sewn-on clothing labels

 

5-6 Months 

The baby becomes more mobile. It grasps objects more purposefully, turns and presses them, and puts them in its mouth.

Suitable materials: Flat objects with movable (not loose!) parts

Examples: Small bags (e.g. filled with rice), Pikler ball or O-ball, chain with beads, wooden rattles, lids from baby food jars

 

7-10 Months

The baby rolls over, crawls, and learns to creep. It no longer primarily examines things for their texture, but for their function. Objects are shaken, knocked, and thrown (down). Children can concentrate longer and repeat their actions several times.

Suitable materials: Elements for climbing, objects for crawling after and emptying

Examples: Pikler triangle, balls to crawl after, lids from baby food jars, plastic bowls, wicker bowls, cups, small and large rings and hoops, brushes, sensory balls

 

10-18 Months:

Children test their physical abilities, pull themselves up, climb, and take their first steps. They have great fun emptying and filling things. Later, things are sorted.

Suitable materials: Climbing equipment, objects for emptying

Examples: Pikler triangle (perhaps with a slide), stable stool, bowls and cups, small balls, bags, small dolls, pull-along and push-along animals, natural materials, small vehicles

 

From 18 Months:

Children begin to play small role-playing games and use objects as they have seen them in everyday life.

Suitable materials: everyday objects, dolls and figures (should ideally be based on natural originals)

Examples: Pots, whisks, wooden spoons, cloths, dolls, animal figures, small vehicles, hats and other clothing scraps for dressing up, balls, natural materials (chestnuts, sticks, etc.)