Teaching Philosophy
At Co Kids we have incorporated elements of the Emmi Pikler and RIE theories into developing a teaching philosophy based on respectful education and care practices. We provide infants and young children with an environment that supports:
Freedom of movement in safely designed spaces.
Freedom of movement allows infants to use their limbs naturally and at will. In doing so, they develop the muscles and skills that will be needed for the next step in nature’s inbuilt timetable for motor development. In safe and supportive surroundings infants can confidently explore the capabilities of their own bodies and the elements of their immediate environment. We believe that infants do not need our intervention or assistance to reach developmental milestones but instead our patience and trust that they are following nature’s plan at their own pace.
The natural unfolding of motor development.
We believe the benefits of allowing infants to spontaneously follow their in-born developmental timetable include good balance, correct posture, core strength, agility and awareness. When their muscles and bones are ready for the next step, they will demonstrate this by taking it by themselves. Lying on his or her back, an infant’s skeleton and internal organs are supported and relaxed. From this position an infant can learn to roll and once they have mastered this skill, and are choosing to spend increasing periods of time on their stomachs, they will begin to develop the muscles needed to raise their bodies, crawl, sit and walk. We don’t believe in interrupting the natural progression through these stages and for this reason infants are not placed in positions that they are not ready to get into by themselves.
Opportunities for sustained and uninterrupted play.
This is the optimum time for self-discovery and infants are very capable of becoming fully absorbed in themselves and their surroundings. A thoughtfully set up environment, where an infant feels secure and at ease, supports self-initiated play without the need to be entertained or stimulated. Physical and cognitive skills, confidence and self-esteem are built as the infant explores in their own way. Adults can support this by being present, peaceful, empathetic and responsive. Older children place high importance on their play and we show respect for this by offering flexible routine times e.g. rolling morning teas and voluntary participation at group times. This ensures that children are not forced to abandon their play at a stage when they are fully engaged with it.
Focused, individual attention during feeding and changing.
As adults we know how it feels to have a conversation with someone who is also watching television, other people in the room, their cell phone or a computer screen. Focused attention during human interactions is respectful and shows the person you are interacting with that they are worthy of your full attention. We see caregiving routines as the core of curriculum delivery to infants and toddlers and as key times for establishing the nurturing relationships that are vital to healthy development. Our teachers support each other by working as a team to ensure teachers who are engaged with individual children during care routines are as free as possible to focus on the task at hand without interruption.
Unhurried care routines where the child is an active partner.
An infant’s willingness and ability to co-operate can often be underestimated. We begin care routines by telling children what we are going to do before we do it and encouraging them to participate in their own care. Our objective is for the infant to be an active participant rather than a passive recipient. Slowing down and allowing time for children to respond to what we say builds self-awareness and leads to independence in identifying their own needs and developing strategies to meet them.
Sensitive observation to understand individual needs and preferences.
We believe the infant is a unique individual and should be treated as such. Picking up on and responding to the cues infants send us, strengthens their sense of security and self-worth. It also builds trust in the relationship they have with us and confidence in their own ability to communicate. We respect the wishes of older children when it comes to participating in activities and do not place them in situations where they feel uncomfortable. Taking the time to tune into a child can provide us with the insight we need to work effectively and in partnership with them, supporting their development and enhancing their sense of self-esteem and identity.
Emotionally nurturing relationships of trust and respect.
Emotionally nurturing relationships between young children and their adult carers are vital to healthy development. In a group care situation it is essential for the quality of care-giving to be consistent. This consistency builds up the infant’s trust and they come to expect they will receive care that is delivered in a respectful and gentle manner. We recognise that infants are capable of experiencing a wide range of emotions and in situations where they are distressed we seek to empathise with and comfort them rather than distract or pacify them. A similar approach is used with older children where we acknowledge and talk through their feelings rather than attempt to minimise their concerns.
Self- initiated exploration and cognitive challenges.
Given the right environment infants will flourish. They possess an innate drive to develop and it is the job of the adult to support their learning with enriching environments rather than to ‘teach’ them skills they will discover unaided. We show patience and support infants and young children to solve their own problems wherever possible. We believe the satisfaction of overcoming difficulties through their own efforts is a valuable motivator in children’s on-going learning. Satisfaction from achievement serves to bolster a child’s confidence and encourages them to take on and persist with greater challenges.
Want to know more? Follow these international links:
www.pikler.org/PiklerPractices.html
www.parentingworx.co.nz/fantastic-reading/emmi-piklers-8-guiding-principles
www.thepiklercollection.weebly.com/