Chapter 1:

Extending the Dance: Relationship-Based Approaches to Infant/Toddler Care and Education

10 Principles of Caregiving Philosophy by Janet Gonzalez Mena

What Is Nature vs. Nurture?

Pikler Principles

Problem Solving in Action

DAP Introduction

NAEYC: What to Look for in a Program

RIE Website

Infant/Toddler Assessment:

Infant/Toddler Assessment – One Program’s Experience

Appropriate and Meaningful Infant/Toddler Assessment

Brain Development:

FAQs about Brain Development

Brain Development and the Role of Experience in the Early Years

Children and Brain Development: What We Know About How Children Learn

How Does a Baby’s Brain Work?

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:

Infants and Toddlers

Infant/Toddler Program Management

Professional Development Videos:

Videos 1

Videos 2

Additional Websites

  1. RIE and the Educaring Approach: rie.org

 

“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.
  • Anenvironment for the child that is physically safe, cognitively challenging and emotionally nurturing.
  • Time foruninterrupted play.
  • Freedom to explore and interact with other infants.
  • Involvement of the child in all care activitiesto allow the child to become an active participant rather than a passive recipient.
  • Sensitive observationof the child in order to understand his or her needs.
  • Consistency, clearly defined limits and expectations to develop discipline” (http://www.rie.org/educaring).

Additional Reading

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.

Additional Videos