Inspiration for this presentationMagic Place’ s Children

Emmi Pikler / Magda Gerber Philosophy (RIE –

Resources for Infants Educarers)

Their philosophy relevant to children (not only babies)

Quotations from different authors talking about

RESPECT

My own philosophy

Our role as a teacher

Presentation

Dr Emmi Pikler

Paediatrician – Budapest

Develop the RIE curriculum - Loczy residential programme for

infants

Anna Tardos (Daughter/ Director)

Magda Gerber Pikler’s student - Took Pikler’s philosophy to the USA

Emmi Pikler / Magda Gerber Philosophy

“Respecting a child means

treating them as a unique

human being,

not as an object.”

Respect is the basis Pikler philosophy

1. Basic trust in the child to be an initiator, and explorer, and a self-learner

2. An environment for the child that is physically safe, cognitively challenging,

and emotionally nurturing

3. Time for uninterrupted play

4. Freedom to explore and interact with other infants

5. Active participation of the infant in all caring activities

6. Sensitive observation of the child in order to understand her needs

7. Consistency and clearly defined limits and expectations in order to develop

discipline

The seven principles of RESPECT

It is more respectful for adults to offer

words in a informal tone.

Example

To talk about the pink rose you are

viewing together, rather than quiz the

child on “what colour is that?”

1. Basic trust in the child to be an initiator, and explorer, and a self-learner

2. An environment for the child that is physically safe, cognitively challenging, and emotionally

nurturing

It is important that the adult is available and

accepting of a child’s feelings in angry and sad

times as well as happy ones.

A child needs to feel that help and comfort is

available not only in distress, but that they are

also secure and loved when they are active

and occupied, creative and problem-solving.

3. Time for uninterrupted play...

No interruptions

when a child is

actively occupied

in play

If adults need to

interrupt, they

apologise

Example adult

newspaper

Don't need to entertain

children because given a

nurturing environment

and freedom to explore, 

children are quite

capable of entertaining

themselves.

3. Time for uninterrupted play

As children play uninterrupted by

teachers interaction, they are

experiencing independence, and

mastery of their world.

It is here that the early beginnings

of self-esteem and confidence

building is taking place.

“Observe more, do less,

enjoy more”

Mixed age groups can work

well for those above the

age of 30 months or so, but

to put a three-month-old

with a one-year-old is

unsafe.

4. Freedom to explore and interact with other infants

5. Active participation of the infant in all caring activities...

“With” and not ‘To’

HeadHeartHands

Building a cooperative relationship with a child requires that

you work together on things. Pikler saw children as active

participants rather than passive recipients in their care.

All of this requires us to talk to our children a lot

more about what we would like to work with them on

– and being patient, giving them time to

respond.

5. Active participation of the infant in all caring activities

Sensitive observation is necessary to build

the foundation of a respectful relationship.

It is important to understand

a child’s needs and feelings.

6. Sensitive observation of the child in order to understand her needs

Expectations for infants need to

be grounded in the knowledge of

their growing

capabilities.

7. Consistency and clearly defined limits and expectations in order to develop discipline

Quotations

Magda Gerber

When you approach a child with an attitude of

respect, you let him know what you intend to do

and give him a chance to respond.

You assume he is competent and involve him in his care

and let him, as much as possible, solve his own

problems. You give him plenty of

physical freedom and you don't push development

Genuine interactions (Dunkin & Hanna, 2001, p. 4)

Teachers need to

Be attuned to the child’s thinking at the time of the interaction

Be available to each child

Respond to each child in ways that

enhance the child’s strengths and

interest

Respond in a consistent, positive, warm, and friendly

manner

Develop children’s self-esteem and self-

confidence

Engage in reciprocal interactions

Stimulate children’s curiosity and thinking

Encourage children’s language to develop in

ways that are relevant to their age

The way you are eating is disgusting!!!

Go and sit down!!!

Go!!

Te Whāriki promotes an environment for young children to express, articulate, and resolve a range of emotions. Who is doing the most

talking? Do we allow time for

children to respond? It is essential to listen to

children, for them to feel valued and included

Should we use Commands or Requests?

I want you to do!!

Carrying children

as objects

“If a baby could tell us what she really likes from us,

she would tell us that she would like three wishes:

to feel safe,

to feel loved and

to be respected”

Brownlee, 2008, p. 7

Ministry of Education

•“To

learn

and

develo

p to

their

potenti

al,

childre

n must

be

respect

ed and

valued

as

individ

uals”

(MOE,

1996,

p. 40)

Te Whāriki

•“In order to treat

every child with

respect and

dignity, adults

must be aware of

children’s

strength,

understand that

they have reasons

for their actions,

and give each

child regular and

honest feedback

that is positive”

(MOE, 1998, p.

20)

Providing Positive

Guidance

It is important...

for teachers to make a

difference each day for

the children, for

themselves, and for

humanity.

Teachers need to...

be honest, authentic, loyal,

compassionate, positive, empathetic, and

passionate about who they are and what they

do.

Teachers should understand that “who they are

in the lives of children is more important

than what they do” (Elam, 2005, p. 117).

Teachers who love...

and respect themselves first are

more likely to love and respect

others.

It is more important for children to

be accepted and loved for who they

are rather than to be expected to

do things they cannot do (Gerber,

2005)

Brownlee (1991, p. 17)

“Let the child know that

you believe she can do it.”

I would prefer to let children

scribble their name rather

than to place my hand over

their hand to make the

writing “better”

Strategies for Positive Guidance

Define children in terms of their strengths

Ensure that each child receives positive

feedback each day for some thing/s

Provide understanding and support in adversity

Focus on what the child could achieve

Children are people too

(Porter, 2006)

Brownlee, 2008; Drewery & Bird, 2006; Gerber & Johnson, 1998

Children who do not receive expected

nourishment from caregivers and do not

experience feelings of safety and warmth

might not develop a strong sense of trust in

the world.

Own philosophy

• Children should grow up in an environment where they feel respected and valued, and in a place where their choices can be heard

ECE should provide a warm, safe, and friendly environment

where children can play learning and learn playing

• It is important to help children develop strong self-esteem to enable them to become competent and confident learners.

It is essential to work with

teachers who are passionate

about working with children

• “How much time do I have left?”• “Enough to make a difference”

It is important to develop relationships with the

children and their families to help them develop trust in themselves and others.

I ’ V E C O M E TO T H E F R I G H T E N I N G C O N C L U S I O N T H AT I A M T H E

D E C I S I V E E L E M E N T I N T H E C L A S S R O O M . I T ’ S M Y D A I LY M O O D

T H AT M A K E S T H E W E AT H E R . A S A T E A C H E R , I P O S S E S S A

T R E M E N D O U S P O W E R TO M A K E A C H I L D ’ S L I F E M I S E R A B L E O R

J O Y O U S . I C A N B E A TO O L O F TO R T U R E O R A N I N S T R U M E N T O F

I N S P I R AT I O N . I C A N H U M I L I AT E O R H U M O U R , H U R T O R H E A L . I N

A L L S I T U AT I O N S , I T I S M Y R E S P O N S E T H AT D E C I D E S W H E T H E R A

C R I S I S W I L L B E E S C A L AT E D O R D E - E S C A L AT E D A N D A C H I L D

H U M A N I S E D O R D E - H U M A N I S E D .

To think about... DR. HALM GINOTT

References

Brownlee, P. (1991). Magic places: The adults’ guide to young children’s creative art work.

Auckland, New Zealand: New Zealand Playcentre Federation.

Brownlee, P. (2008) Dance with me in the heart: The adults’ guide to great infant-parent

partnership. Auckland, New Zealand: New Zealand Playcentre Federation.

Drewery, W., & Bird, L. (2006). Human development in Aotearoa: Journey through life (2nd ed.).

Auckland, new Zealand: McGraw Hill.

Dunkin, D., & Hanna, P. (2001). Thinking together: Quality adult: child interactions. Wellington,

New Zealand: New Zealand Council for Education Research.

Elam, P. (2005). To teach as Magda taught or mutual respect and trust: The role of the mentor

in RIE. In S. Petrie & S. Owen (Eds.), Authentic relationships in group care for infants and

toddlers – resources for infant educarers (RIE): Principle into practice (pp. 113-125).

London, England: Jessica Kingsley Publishers.

References

Gerber, M. (2005). RIE principles and practices. In S. Petrie & S. Owen (Eds.),

Authentic relationships in group care for infants and toddlers – resources for

infant educarers (RIE): Principle into practice (pp. 35-50). London, England:

Jessica Kingsley Publishers.

Gerber, M., & Johnson, A. (1998). Your self-confident baby: How to encourage your

child’s natural abilities – from the very start. NY, New York: John Wiley & Son.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo ngā

mokopuna o Aotearoa / Early childhood curriculum. Wellington, New Zealand:

Learning Media.

Porter, L. (2006). Children are people too: A parent’s guide to young children’s

behaviour (4th ed.). Adelaide, Australia: East Street.