Ages and Stages of Development
Extending the Dance: Relationship-Based Approaches to Infant/Toddler Care and Education
10 Principles of Caregiving Philosophy – Magda Gerber
NAEYC: What to Look for in a Program
Infant/Toddler Assessment – One Program’s Experience
Appropriate and Meaningful Infant/Toddler Assessment
Brain Development and the Role of Experience in the Early Years
Children and Brain Development: What We Know About How Children Learn
Brain Research, Infant Learning, and Child Care Curriculum
NAEYC “Rocking and Rolling:”
Rocking and Rolling: Infant and Toddler Topics
Rocking and Rolling. Being Present: Mindfulness in Infant and Toddler Settings
Rocking and Rolling: Why Teaching Infants and Toddlers is Important
Virtual Lab School Training & Videos:
Infant/Toddler Program Management
Professional Development Videos:
Community Playthings: Resources
RIE and the Educaring Approach
“Educate while we care and care while we educate.” – RIE Philosophy
“Infancy is a vulnerable stage of development, therefore, it’s not enough that babies receive good care, the care must be excellent.” – Magda Gerber
Infant specialist and educator Magda Gerber founded the RIE Approach in 1978, and introduced the world to the concept of an infant as “complete.” Magda held a deep respect and appreciation for infants and urged us to look at them less as helpless beings. RIE’s Educaring Approach “encourages infants and adults to trust each other, learn to problem solve, and embrace their ability for self-discovery. When allowed to unfold in their own way and in their own time, children discover and inspire the best in themselves and in others” (www.rie.org/educaring).
The approach considers young children equal members in relationships. Specifically, “RIE encourages:
- Basic trust in the child to be an initiator, an explorer and a self-learner.
- An environment for the child that is physically safe, cognitively challenging and emotionally nurturing.
- Time for uninterrupted play.
- Freedom to explore and interact with other infants.
- Involvement of the child in all care activities to allow the child to become an active participant rather than a passive recipient.
- Sensitive observation of the child in order to understand his or her needs.
- Consistency, clearly defined limits and expectations to develop discipline” (http://www.rie.org/educaring).
Bove, C. (2001). Inserimento: A strategy for delicately beginning relationships and communications. In L. Gandini & C. Edwards (Eds.), Bambini: The italian approach to infant/toddler care. New York: Teachers College Press.
“Inserimento” is a term used in Italian early childhood education to describe the period of time when relationships and communications begin between adults and children entering childcare. The adults are the child’s primary caregiver and his/her teachers. This chapter explains what inserimento looks like through descriptive steps and examples. It is a wonderful way to view young children and their transition into a childcare community.