“Playing, Activity, Thinking, Part I”
By Éva Kálló and Eszter Mózes, narrated by award winning journalist Victoria Looseleaf.
World renowned experts Eszter Mózes, clinical child psychologist and Director of the Lóczy Foundation for Children, and Éva Kálló, Pikler Pedagogue and Master Trainer, delve deep into the topic of play and cognition based on their 40 years of research, work with, and observations of young children at the Pikler Institute in Budapest, Hungary. In this film one observes how infants’ thoughts grow from their free movement through space and independent manipulation of objects. This free exploration and play creates a solid base for a child’s later abstract thinking and theorizing.
Through a practice of attentive observation Dr. Emmi Pikler (1902-1984) recognized the competence, creativity and ingenuity of these youngest humans by simply watching what they do as they play, socialize and move independently. Based on her observations she articulated an interdependent practice of care. Research and clinical observations suggest that the end result of caring for infants and toddlers using her approach of care and attention is the development of a mutually respectful relationship, the effects of which last through adulthood through building the child’s unique intelligence and self-confidence.
Available on our website: Pikler.org/store
$50 US, $65 International
On behalf of PLUSA we would like to thank all of our contributors to our current Pikler® newsletter and for your interest in the Pikler® approach. Together, we are planting a seed of peace and hope for humanity. Happy reading!
Laura’s vision and dedication brought Pikler to the United States, providing training for professionals and parents of young children. In addition, she was the president of Day Schools (3 NAEYC accredited programs located in Tulsa) overseeing total operations and financial management for 36 years. As the working group leader of ‘Rights for Children Living in Children’s Homes’ of World Forum Foundation, she focused on improving the lives of children in children’s homes throughout the world, whether they were living in an institution or foster parent environment. We love you Laura!
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.
“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
“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.