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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.

 
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