RIE and Pikler Approach
This or that…
When working in an infant space do you pick them up without warning, or do you use visual signals and narrate what you are about to do?
At the end of mealtimes do you race around and take every plate from the children without warning, or do you allow space and time for children to bring their plate to you and tell you they’re finished?
Do you allow children the opportunity to wonder and be curious as they problem solve about the world around them, or do you give them the answers and hurry them along to the next task?
How do you feel yourself when in a rush with lots to do, opposed to moments where you get to do the things that bring you joy?
These choices are based on respect, trust and focused relationships with one another.
What is RIE?
‘Resources for Infant Educarers’ (RIE – pronounced ‘rye’) is a philosophy developed by Magda Gerber and Emmi Pikler, the emphasis of this philosophy is for children birth to the age of three and summed up as having acute awareness of the child (Tar, 2020). RIE is built upon respect in action for the child (Lansbury, 2013). We can achieve this in our environments by:
- Using authentic communication – real words and talk about real things (Lansbury, 2013)
- Acknowledging them as a person with the ability to communicate their needs (in their own way) (Tar, 2020)
- Who can play on their own, and in their own way (play is a child’s work) (Tar, 2020)
- Play without interruption (Tar, 2020)
- Take age-appropriate risks (Tar, 2020)
- Use consent and collaborate with children in routine-based tasks “Can you wipe your mouth, or would you like me to do it for you?” (Tar, 2020)
- Promoting natural motor and cognition skills – offering free play and movement opportunities rather than teaching, restricting and interfering with the organic process (Lansbury, 2013)
- ·lace value on the intrinsic motivation – acknowledging their efforts, encouraging their passions and supporting them to take the lead (Lansbury, 2013)
- Encouraging expression of emotion – being openly accepting and acknowledging that these feelings are ok, and trusting them to move through these feelings (Lansbury, 2013)
- Be a confident, empathetic leader with clear boundaries (Lansbury, 2013)
- Allow children to be active in problem-solving and learn how to respond to conflict with our support (Lansbury, 2013)
- Model how to be in what we say and do – children learn in social context from us (Lansbury, 2013)
What is the Pikler Approach?
The Pikler Approach has influenced Early Childhood Education and Care (ECEC) in countries in Europe and beyond (Marlen, n.d.). Emmi Pikler established this approach in the 1930s with the aim to assure physical and psychic health in infants and young children, within recent research this approach provides a benchmark for care that is in line with our growing understanding of neuroscience and the attachment theory (Marlen, n.d.). RIE can be attributed to the Pikler Approach.
Through Emmi Pikler’s research, seven key principles were identified based on two main ideas:
- The importance of peaceful and respectful relationships with young children
- The allowance for complete freedom in movement based on a child’s developmental stage
When we practice the seven key principles outlined, according to Emmi Pikler we allow a child to make discoveries on their own; supporting their independent and psychological development to be successful in achieving something through their own desire to experiment and acquire new knowledge – rather than simply being told (Jana, 2020).
The seven key principles to this approach that we can use in our everyday practice are:
- Provide full and undivided attention during caring activity times (nappy changes, feeding, dressing etc.) – avoid multi-tasking and being hurried, babies interpret full attention as love (Jana, 2020)
- Slow down – create an environment that is calm, slow and peaceful to allow chances to focus (Jana, 2020)
- Build trust – turn the caring activity times into valuable opportunities for quality one-on-one time (Jana, 2020)
- “With” not “to” – a child should be seen as an active participant, and we should allow time for a child to respond to show their own understanding and cooperation in activities (Jana, 2020)
- Don’t place a child into a position which they cannot get out of themselves – be an advocate for free movement, evidence shows the negative implications for development of baby equipment and propping apparatus (Jana, 2020)
- Provide ample opportunities for uninterrupted play time – allow space and time for exploration without intervention, children learn through trial and error and will interact with items that to us appear “incorrect”, but this is part of the learning process (Jana, 2020)
- Recognise cues and be respectfully attuned – respectfully responding to a child’s physical and verbal cues has a profound influence on their sense of self-worth and development of identity (Jana, 2020)
What the EYLF says…
“Children actively construct their own understandings and contribute to others’ learning. They recognise their agency, capacity to initiate and lead learning, and their rights to participate in decisions that affect them, including their learning”. – EYLF, p. 10
When we are respectful and caring in the relationships we establish with children and their families, we are able to work together and construct a curriculum and learning experiences that are relevant to each child in their local context (Department of Education, Employment and Workplace Relations [DEEWR], 2009, p. 12)
The five principles within the EYLF underpin practice and focus on building children’s capabilities to progress in their learning, in relation to the learning outcomes (DEEWR, 2009, p. 13). These five principles speak to the RIE and Pikler Approach, when we consider the following:
Secure, respectful and reciprocal relationships
“Educators who are attuned to children’s thoughts and feelings, support the development of a strong sense of wellbeing” – EYLF, p. 13
Partnerships
Families and educators work collaboratively, valuing the knowledge each other brings, trusts one another and communicates freely and respectfully (DEEWR, 2009, p. 13)
High expectations and equity
Educators continually strive to ensure all children have opportunities to achieve learning outcomes (DEEWR, 2009, p. 14).
Respect for diversity
Educators value the differing capacity and ability of each child and respect the differences in families home lives (DEEWR, 2009, p. 14).
Ongoing learning and reflective practice
Reflective practice for educators is a form of ongoing learning and allows educators to collate information and gain insights to support, inform, challenge and enrich decision making for children’s learning (DEEWR, 2009. P. 14).
Time to reflect…
To truly understand the essence of what RIE or the Pikler Approach are, means taking time to be reflective and create a shift in your perspective. Being respectful in your approach with children is not about having a set of rules, transcripts to follow, tools or instructions to use – it is about creating a new way of thinking and being and we achieve this through practicing, reflecting, making errors, reading, discussing and practicing all over again (and again!) (Russell, 2016)
- How are you going to ensure you take time to understand the uniqueness of each child?
- What changes to your practice can you make in the now?
- What is going to challenge your practice?
“Childhood is not a race to see how quickly a child can read, write and count. It is a small window of time to learn and develop at the pace that is at the pace for each individual child. Earlier is not better.” Magda Gerber
References
Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Australia: Department of Education, Employment and Workplace Relations. Retrieved from https://files.acecqa.gov.au/.../belonging_being_and...
Jana. (2020, August 20). The Pikler Approach. Retrieved April 20, 2022, from Oskar's Wooden Ark: https://www.oskarswoodenark.com.au/.../the-pikler-approach
Lansbury, J. (2013, December 03). RIE Parenting Basics (9 Ways to Put Respect into Action). Retrieved April 20, 2022, from Janet Lansbury: Elevating Child Care: https://www.janetlansbury.com/.../rie-parenting-basics-9.../
Marlen, D. (n.d.). The Pikler Approach: Part 1. Retrieved April 20, 2022, from Teach Early Years: https://www.teachearlyyears.com/.../the-pikler-approach...
Russell, K. (2016, August 18). RIE Parenting: It's all about Perspective. Retrieved April 20, 2022, from Peaceful Parents, Confident Kids: https://peacefulparentsconfidentkids.com/.../rie-its-all.../
Tar, I. (2020, August 25). Montessori, Reggio, Waldorf and RIE Explained. Retrieved April 20, 2022, from MOOV baby: https://moovbaby.com.au/.../what-are-montessori-reggio...