The IITC planning committee is pleased to announce that the next featured Keynote presenter for the 2017 conference is…Peter Mangione, Ph.D.
Peter L. Mangione, Ph.D., co-directs WestEd’s Center for Child and Family Studies. Mangione is one of the lead developers of the Program for Infant/Toddler Care (PITC), a national model for training early childhood practitioners. He has led the creation of early learning and development standards and curriculum, infant/toddler and preschool program guidelines, resources for supporting young dual language learners, and early childhood educator competencies. He is one of the principal collaborators in the development the California Department of Education’s Desired Results Developmental Profile. Mangione has served on advisory groups for the U.S. Department of Education and U.S. Department of Health and Human Services, and Zero To Three, and participated in meetings conducted by the National Academy of Sciences. He received a Ph.D. in Education and Human Development from the University of Rochester and completed postdoctoral study at the Max-Planck Institute for Psychiatry in Munich, Germany.

International Infant & Toddler Conference Tulsa, Oklahoma, May 19

ElsaAnnouncement Time!  It is with great pleasure that we announce the next wonderful Keynote Speaker at the 2017 International Infant and Toddler Conference will be….ELSA CHAHIN.
An in-demand speaker, writer, teacher and infant-toddler consultant, Elsa Chahin has more than 20 years experience working with infants, children and youth populations around the globe. Ms. Chahin has served as a keynote speaker and presenter at over 60 national and international conferences and seminars on the topic of caring for babies with respect. She has also been featured as an online parenting expert for early childhood development and special needs topics.
As one of only two certified and accredited Pikler Trainers in North America, Ms. Chahin is currently President of the internationally renown non-profit corporation, The Pikler/Loczy Fund USA, through which she carries on the mission of Dr. Emmi Pikler, that of raising healthy, happy children. With extensive training in the field, Ms. Chahin, raised in both Mexico and the United States, is also bilingual, as well as conversational in French. A skilled translator who has worked with multicultural students, including at-risk, orphaned, abandoned and learning disabled children, Ms. Chahin is a gifted facilitator that brings her expertise in her consulting and advisory positions to new mothers/parents.
A staunch advocate of early childhood education and development, Ms. Chahin, also a RIE® (Resources for Infant Educarers) Associate, is that rare leader who not only brings passion and commitment to her work, but a deep knowledge coupled with both insight and generosity.

“A child whose rate of development is slower than usual in one or more areas is in particular danger. The slow performers are as a rule made to practice something for which they are not yet ready. The child is passively placed into so-called more developed positions, he is expected to perform more and more developed achievements. He is asked to do things when he is not yet able to perform them by himself. Quite often sound and healthy children of slower pace of development are in this way turned into helpless, clumsy, butterfingered ones.”  – Dr. Emmi Pikler

From: Pikler, Emmi, “The competence of the infant”, Acta Pediatric Academiae Scientiarum Hungaricae, Vol 20 (2-3), 1970

On motor development…

“All the elements of the physiological process of motor development are based on the internal inclination and the own initiative of the child. A healthy infant or young child does not need an adult to directly interfere with his motor development either by teaching or by exercising, or by placing the child in certain positions, or by encouraging or demanding. Such interference is not only unnecessary, but it may be harmful as well.

However, not interfering in the process of development does not mean that we have no tasks in connection with creating the conditions necessary for the development. It is the task of the adult to provide everything that the children need for their good mood and well-being, their sense of security and their development. Only infants who feel good in their environment, who can count on their signals getting noticed and responded to, on their needs being fulfilled, and who have enough space and other material conditions available for free movement, will feel like moving around. ”

Excerpt from Bringing up and providing care for infants and toddlers in institutions, Editor in chief, Éva Kálló

“It must be noted that there is another prerequisite for the children’s independent movement and play from their earliest age. They must never be or placed in a situation in which they are unable to get out and leave independently, nor may they be fixed in a device (baby chair, baby rocking chair, standee chair, etc.), because that makes them incapacitated, dependent and helpless without the help of an adult.
Experience shows that if children are happy, active and have enough room to practice various movements they feel like practicing, and if they are provided with toys they are interested in, they do not need assistance from an adult to learn to change their situation and position: They can turn around, crawl, climb, sit up, stand up and walk.” –Dr. Emmi Pikler

This text was part of the last lecture she gave in 1984 before her passing.

It is not about the result…

“The joy of learning, by the way, does not always depend on the result. Trying something out without arriving at the goal can be as joyful an experience as a successful experiment. The moment itself brings joy and it would be difficult to decide in which instance the child learns the most ‘successful’ or ‘not successful’. These playful experiments are necessary parts and form the basis of future development.” – Dr. Emmi Pikler