RIE Principle #1: Basic Trust
The RIE (Resources for Infant Educarers) Educaring approach is a part of our philosophy and embedded into our preschool rhythm and routines. In our last RIE-related blog, we discussed the humble origins of this respectful methodology – in an orphanage in Hungary, post World War II, where world-renowned pediatrician and researcher, Dr. Emmi Pikler, mentored Magda Gerber. Gerber went on to found RIE in Los Angeles, California, USA.
We believe that the more parents and caregivers know about RIE, the better, so we will endeavour to share its core principles over a series of posts.
The RIE Educaring approach is founded on the following 7 basic principles:
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Basic trust in the child to be an initiator, an explorer, and a self-learner
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An environment for the child that is physically safe, cognitively challenging, and emotionally nurturing.
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Time for uninterrupted play.
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Infant – Infant Interaction – freedom to explore and interact with other infants.
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Involvement of the child in all care activities to allow the child to become an active participant rather than a passive recipient.
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Sensitive observation of the child in order to understand his or her needs.
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Consistency, clearly defined limits and expectations to develop discipline.
- Source: Magda Gerber Legacy
Our staff RIE Leader and educator Rosie, reflected with fellow educators the first principle of basic trust:
“Children are capable of many self-initiated, self-motivated behaviours. If the adult does not realise this, how can they trust in the child to behave in these ways? RIE encourages adults to observe what the child can do on their own and of their own desire. Having trust in the child means we provide them with only enough help necessary to allow them to enjoy the mastery of their own actions. We trust that nature has a plan and we don’t try to rush a child’s learning. We believe that children always do what they can do, what they want to do, and what they are compelled from inside to do. Magda says,
“Whereas some caregivers rely on curricula, books and packaged programs as a prescription to teach, drill and speed up new skills in the areas of gross motor, fine motor, social/emotional or language development, the educarer trusts the child’s abilities to initiate their own projects without interruption.”
Basic trust in a child is not to say you can leave a child to fend for themselves completely. It’s not that you’re passively sitting there, it’s that you are present, taking in what’s happening and the moment a child needs you, you know what to do. This can be particularly evident when observing a child engaged in risky play. You are close, but not interrupting or projecting your own fears or concerns – you are trusting in a child’s abilities, but it is not blind trust. You are close enough to sensitively observe and intervene if required.”
The insight and intuition in the RIE principles is more clearly revealed through practical experience with children. In an article published in the Educaring journal, RIE Associate Ruth Anne Hammond shares the following story of a parent-child relationship where the relationship lacked this principle of ‘basic trust’.
“Eighteen-month-old Jeremy is busily playing at the stepped toddler sinks on a raised platform, next to his playmate Sami, who is also engaged in filling containers of water and dumping them. Sami finishes first, neatly drops to a sitting position and climbs down off the platform. Soon Jeremy notices that his friend has left, steps off into thin air (all nine inches of it), totally unaware that he is about to fall. Just before this happens, his mother swoops in from behind and grabs his arm, rescuing him from an ugly tumble. Only now does Jeremy become aware that he was in danger of falling.
Jeremy is so accustomed to having someone ready to rescue him that he has never developed an awareness of his own body in relation to his surroundings. His mother hovers…She is always within a few feet of him, ever vigilant, to see that he is safe. The only problem is, she cannot for one minute relax and simply enjoy watching her child. And the flip side is that Jeremy is equally anxious on a subconscious level. He is learning not to trust himself…
The sad truth is that Sam and some of the other children are more able than Jeremy to move around safety and freely, not because they were born more talented, but because they have had the chance to develop their own relationships with the force of gravity and have learned how to plan for their own safety. ”
(Excerpt from ‘Why Hovering Isn’t Helpful’ by Ruth Anne Hammond, MA, RIE Associate, Published in Educaring, Winter 1999)
Basic trust in our children affects their holistic development from infancy, but children like Jeremy who have had trust issues with their carers can still grow to learn to become aware of their surroundings, to adequately assess risk, and to move about safely. In a similar way to taking a dummy or comforter off a child without an appropriate transition, this parent cannot simply walk away from Jeremy to let him fend for himself. The hovering strategy that has kept Jeremy safe and moulded his awareness, must now strategically be paired down in accordance with Jeremy’s growing recognition of his surroundings.
Hammond goes on to recommend a path forward for parents who have gotten into this exhausting habit of hovering.
“It seems to work best to use verbal cues to draw the child’s attention to where he is and what is required for him to stay safe. I would say to Jeremy…”Jeremy, you’re on the step, How can you get down?” If I am too close when I say this, he will simply grab onto me for balance as he steps off, but I want him to find a safe way down without an adult to grab onto. (He is likely to grab another child for balance too, which could be dangerous for both of them.) If I can succeed in getting him to look down at his feet and see that he is on a step, perhaps he will have an idea how to get down.
If not, I may suggest that he sit on his bottom and climb down that way. It is important, at this point, not to abandon the child. Let him know that you are near, you are watching him, and that you are available to help him help himself during this process. Keep in mind that falling down need not be a traumatic event for a toddler. Toddlers need to learn how to fall, how to pick themselves up and try again, and how to trust themselves. An adult’s overreaction to a common toddler tumble creates fearfulness in a child. A matter-of-fact response communicates confidence that the child can handle the ups and downs of learning his or her body.”
(Excerpt from ‘Why Hovering Isn’t Helpful’ by Ruth Anne Hammond, MA, RIE Associate, Published in Educaring, Winter 1999)
There’s a taste of the RIE basic trust principle. We find RIE’s intuitive methods empowering for both carers and children. Stay tuned for our next blog on the child’s environment!
Sources:
Educaring® Approach – Resources for Infant Educarers®. (2022, December 5). Resources for Infant Educarers® -. https://rie.org/educaring-approach/
Gerber, M. (2022, July 26). Magda Gerber’s Basic RIE Principles. Magda Gerber Legacy. https://magdagerber.org/magdas-writings/magda-gerbers-basic-rie-basic-principles/
Hammond, R. A. (1999). Why Hovering Isn’t Helpful [Review of Why Hovering Isn’t Helpful]. Educaring.
RIE Basic Principles. https://rie.org/educaring/rie-basic-principles/