Greensboro
Montessori School Infant Curriculum
Four
months to 18 months (half day & full day programs)
 The Infant Program at the Greensboro Montessori
School is based on a blend of the Montessori approach
and the philosophy expressed by
child therapist, lecturer,
and consultant, Magda Gerber. Gerber’s approach, known as the Resource
for Infant Educarers, or RIE, is a commonsensical, humanistic approach to educating
and caring for the infant. Just as Maria Montessori understood
the need to consider all the needs of a child when educating him, Gerber emphasizes
how educating
and caring for the infant are inseparable. She coined the word “educarer” to
define the role of the adult caregiver.
Nurturing
The daily needs of the infant, such as diapering, feeding, and bathing are the
optimal times for interaction, cooperation, intimacy and mutual enjoyment. Using
these times for social learning experiences encourage full participation of the
infant and her caregiver. These times become the opportunity for much communication
and for nurturing. As the infant is “refueled” by such attentive,
caring interaction, she is ready to explore the world around her with minimal
intervention from adults.
There is another aspect where the Montessori and RIE
philosophies merge. The Montessori director or directress
lays the foundation
of positive social learning by introducing the “Grace and Courtesy” lessons
before the more academic lessons are given and she also refrains from interrupting
the child’s work. Giving the infant time, attention, trust and respect
is the foundation of the RIE philosophy, just as it is with the Montessori
philosophy.
Movement and Independence
Both methods are guided by respect for the infant’s competence. The infant
is considered to be an initiator, an explorer and a self-learner. Educarers are
sensitive observers – available when direct help is needed, but not intrusive
while the infant solves his own problems. A physically safe, cognitively challenging,
and emotionally nurturing environment is provided for the infant. The infant
is allowed to do what he is ready and willing to do. Instead of placing an object
in the hand of a four month old who is learning to reach and grasp, the aware
caregiver places a graspable object within reach of the infant, allowing him
to initiate, practice and eventually master the skill of reaching and grasping. When
an infant drops a toy from a chair he is able to climb down from, the adult waits
for the infant to initiate retrieving the toy, instead of getting it and handing
it to him. The infant is encouraged and allowed to problem solve and to reach
the goal himself, instead of having this opportunity taken away from him by the
well-meaning adult. The infants are allowed to do what they are ready and willing
to do.
Absorbing Languages
The infant brain is wired to learn multiple languages concurrently and effortlessly. Maria Montessori referred to this as a child having a window of opportunity to easily “absorb” languages from birth through age 6. To make the most of this fleeting opportunity, the infants hear dual languages spoken by their teachers all day, as well as being “spoken” to in sign language. Research tells us that an infant’s brain is wired with the receptors to learn any languages and develop the native accent of those languages if a native speaking person is consistently speaking to them in their native language. By learning sign language infants have the tools to use to express themselves in sign before they are able to express themselves verbally, thus eliminating some frustration felt by the infants. At the Greensboro Montessori School, we provide that opportunity for our infants and carry it through in dual language classes through age 6.
Observation and Reflection
Educarers reinforce the infant’s self-initiated activities by paying full
attention, while being quietly available. This results in the caregiver appreciating
and enjoying what the infants actually do. Occasional reflections (called “sports
casting”) made by the caregiver such as, “You touched the ball and
it rolled away,” reassure the child of the adult’s full attention.
A joyful smile when the infant solves a problem conveys pleasure in his success.
The caregiver says what she sees. Internal guidance is valued in the infant.
Gentle validations are used to encourage rather than the use of instructions,
criticism and praise. A predictable balance of togetherness and separateness
is achieved which benefits both the infants and the adults.
Again, giving the infants time, attention, trust, and respect is the foundation
of the RIE philosophy, just as it is in the Montessori philosophy. The
goal is an authentic child – one who feels secure, autonomous and competent.
“Movement is the primary way of engaging the
child with his environment. Each child has a mission. If he cannot use his organs
of movement then he cannot
manifest
his mission.”
Maria Montessori
“When they are ready, they will do it.”
Magda Gerber
|
