Inspiration for this presentation Magic Place’ s Children.
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Transcript of Inspiration for this presentation Magic Place’ s Children.
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.