Phyllis Porter, M.A.

Educarer, Inc.

2012 Educarer, Inc.

1

Porter_D7.ppt

2

Educarer, Inc. www.educarer.org

Our philosophy is based on Magda Gerber and Maria Montessori and emphasizes respect for the child.

SIDS and SBS “In-Service” online courses

Overindulgence Infant Social Relationships

Cultural Dynamics Fetal Alcohol Syndrome

Multilingual: (French, Spanish, German, Italian, Portuguese, Japanese, Korean, and Chinese)

3

Freedom of movement allows infants and toddlers to: Discover

Experiment

Practice

Use what they have learned

Eventually give up on their own each stage of development

4

Adult’s attitude is important Confidence in the child

Knowledge of stages of development

Ability to prepare the environment

Respect for the child

Knowledge of the child’s “needs”

5

Every movement has a purpose! Basic principles:

Never put children into positions they cannot get into by themselves

Never force them to make a movement they have not done on their own.

6

More thoughts: Optimal position for play is on the back.

Stages between milestones are important and NOT to be skipped.

No two babies develop the same way. However – usually in the same progression.

Every movement has a purpose and is a response to a need.

7

Effects of too-early tummy placement Backs are shortened

Nape of neck is stretched

Arms stretch to the back

Hands go behind the shoulder

Equilibrium is not stable

We must pay attention to the child’s discomfort

There is a global clumsiness (10 x more falls)

8

Free play and exploration Since 1946, 1000’s of babies have been raised on their

backs (100’s in my care)

Pikler: “Baby’s movements are a constant source of joy.”

“Tummy time is unnecessary and even harmful.”

The work of achievement counts – not just getting to the milestones.

9

Free play and exploration Physical, cognitive and emotional development occur

all at once.

Magda Gerber: “In time, not on time.”

Baby’s main entertainment is her own body, a few simple toys and interactions with other babies.

The need to be active & discover the world begins with

the 1st breath of life.

10

Established facts “If the infant is not impeded, he moves with high-

quality movements, using his own capacities within the framework of his maturational level: he moves in his everyday life and all the time he is awake with ease, harmony and mastery which he uses to discover his environment.”

11

Established facts “Each one of the postures and movements, after the

very first attempts, exploration of new sensations are harmonious, well-mastered with well-distributed tonus in all the body, assuring the infant a very real sensation of security and self-confidence in his own action.”

12

Equilibrium Even as adults, we have to deal with this physical

phenomenon.

We don’t always notice it because we take it for granted.

When we lose control – anxiety, fright and clumsiness.

Some can carry this for a lifetime!

13

Dr. Pikler’s conclusion “the infants always have a special set of means at their

disposal, characteristic of each phase of their development which controls their equilibrium. This, of course, is the case only if they can move freely and if environmental conditions are favorable.” -

Neurological maturation – infant is active & alert. He is learning to learn.

14

Pikler’s Conclusion If the infant is not impeded he moves with high-

quality movements, using his own capacities within the framework of his maturational level; he moves in his everyday life and all the time he is awake with ease, harmony and mastery which he uses to discover his environment.

15

Tummy Time Pikler – “Baby’s movements are a constant source of

joy.”

Tummy time is unnecessary and even harmful

Children spend too much time in car seats

Skull flattening – tummy time is not the cause

Why is earlier better? Process should be more important than the goal

16

Tummy Time Tummy time strengthens muscles in the wrong order

Tummy time is not safe

Study of hands is very important but can only happen on the back

17

Toddlerhood Toddlers live in “gross motor”

Twos are not “learning to be three’s”

Children know what they need to be doing and they need to be doing it!

Their need to move needs to instruct us as to what to provide.

When redirection is needed, redirect to a similar activity level – an acceptable activity

18

Toddlerhood The goal is to have them interested, persistent,

exuberant and initiating.

They need to take things with them

They need child-sized furniture

They need to carry things and cooperate

Children are not safe in their own bodies when there is too much adult intervention.

19