Another Story About The ER

The following is an email sent by a friend who reads the blog in response to the recent posts about my visit to the ER. It is about an experience he had with his infant daughter and I got his permission to share it as it is illustrative of many of the principles touched upon in my earlier posts:

When [my baby] was 9 days old she presented with what appeared to be an infection in her right eye (eye lid swelling, puss coming out the side, dark skin around the eye [picture attachment omitted]).

I think we waited overnight (details are a little fuzzy now that it’s been over 2 years) before doing anything because we were hoping it would resolve itself without having to go to a doctor, who might urge us to go to the ER, which we wanted to avoid if at all possible.

The next day it didn’t look better so we took her to the pediatrician, who was particularly concerned and brought another doctor into the room to examine her, we expressed our concern that we really didn’t want to go to the ER if at all possible, both doctors said we should go. They were concerned “because she’s so young” and “because the infection is so close to the brain.”

We got to the ER and it took for fucking ever to even get a room, of course you’re shoved into a massive environment of sick people dying to infect you with god knows what disease they have from living a terrible unhealthy life. It was literally like 6 hours before we finally got a room. At this point it was late at night and I kept thinking, “man, her eye looks better, if it looked like this 6 hours ago I don’t think we would’ve been sent to the ER.”

But the doctors kept saying shit like, “yeah we’ve seen things look better but actually be getting worse.”

The doctors wanted to do a blood test to see what the infection was and start her immediately on IV antibiotics. Additionally, they wanted to do a spinal tap (some advanced way of determining what the infection might be). I wanted to push the IV antibiotics back until we knew what the infection might be (as the results of a blood test might indicate), but they kept pushing and saying, “these things can move fast, we really think you should get IV antibiotics ASAP.”

Eventually we caved and agreed to the IV antibiotics (which was an awful experience in their own right because [my baby] was so small, and her veins were difficult to find, took literally 4 practitioners before they could finally access her vein — [my baby] was screaming like crazy and we were saying, “can’t you find someone else to do it?” And the girl said, “don’t feel bad, she won’t remember it.” Who says that?!) As a side note, god forbid you have to go through something like this, but if you do immediately ask for a practitioner from the neonatal intensive care unit (NICU) to insert any IV into your child, they can find a needle in a haystack.

At this point they were still pushing for a spinal tap and I said, “If the blood results come back negative, is there ANY reason to do a spinal tap?” The doctor said typically no. I said, “Well let’s see what the blood results say then.” The results came back negative, so I said I’m not doing the spinal tap. The doctor kept saying, “well, sometimes things can slip by the blood tests.” But I refused. I left to go home and get changes of clothes for me and [my wife] since we didn’t realize we’d be at the hospital for 2 days, and while I was gone [my wife] said that they sent in some other doctor (female this time) to pull at her emotions to try and get her to agree to a spinal tap, but she refused, we didn’t do it — the infection just looked so much better already (even before the god damned antibiotics).

We stayed with [my baby] in the hospital like 36 hours, during that time we were regaled with fantastical tales of babies contracting Hep B and why we should really give her the Hep B vaccine. I kept asking the doctor to give me a realistic example of how [my baby] would contract Hep B at this age. His examples were literally so absurd they’re not even worth typing them, one involved a syringe with Hep B on it being mistakenly inserted into [my baby] by someone in the hospital, it was so ridiculous I could barely listen to it. We didn’t get her a Hep B vaccine, and still haven’t, and she’s miraculously Hep B free! I also mentioned to the doctor, “even if we agreed that [my baby] should get a Hep B vaccine soon, wouldn’t this be a BAD time to give it to her given that she’s obviously fighting off some infection?” The doctor wasn’t fazed by this logic, they’re total vaccine zealots, they’d vaccinate a cadaver given the opportunity.

In any case, in thinking back on the whole situation and what I would do differently, I think I would just wait an extra few hours before going to see the doctor, and when it looked better pre-IV antibiotics, I would’ve said, “let’s wait another few hours and see how she’s doing.” I just don’t buy their insane logic that something is visibly getting better but somehow actually getting worse. I’m sure there’s some textbook case of this happening to 1 in 1,000,000 babies, but doesn’t seem worth the known risks of IV antibiotics at such a young age.

It’s so sad and frustrating that you can’t simply take a doctor’s advice and trust that he’s already thoroughly immersed himself in the risks and benefits of the trade-offs between treatment / non-treatment. All they know is how to limit their own legal liability.

Hopefully you can avoid such a mess from happening to you!

He adds in an addendum:

Since doctors in large hospitals work in shifts, you naturally see the same doctor for awhile, and then see a new doctor for awhile. When it was time for [my baby] to be released, we were given an older doctor (maybe late 50s, early 60s). Not only was he WAY more respectful than pretty much every previous doctor we had, but he literally said something to the effect of, “if you’d gotten an older doctor, you may never have been admitted to the hospital, probably would’ve suggested you wait and see how the infection progressed.”

It seems that the doctors being minted today are inculcated with one-off horror stories starting on day 1 of their education.

Review – How Children Learn

How Children Learn

by John Holt, published 1995

John Holt says the essence of his book can be boiled down to two words: “Trust children.” We hear echoes Magda Gerber’s RIE philosophy motto (“slow down”) and Maria Montessori’s “secret of childhood.” If we trust children, what are we trusting they will do and on what basis is the trust being given?

We trust that children will make not only good choices, but the right choices with regards to where they are in their personal development, that they will engage in behaviors and follow curiosities that maximize their ability to learn about themselves and the world around them and how it works. And the basis of this trust is that children are fundamentally competent to be themselves without any additional input, guidance or motivation from parents or other adults, who at best can merely replace the child’s ego with their own.

In reading Holt, I was constantly reminded of my friend’s book, A Theory Of Objectivist Parenting, which asks the reader to consider the philosophical dilemma of how an individual who is treated as incapable and irresponsible for most of their developmental life can suddenly be expected to be a functioning adult with the snap of two fingers. Where lies the magic such that an “animal” child is transformed into a “human” man without the benefit of practice or routine in these modes of thought and action?

Holt believes that children want to learn, and that their behaviors and choices are fundamentally aimed at learning about the important functional relationships of the world around them. They choose their own goals based on their own interests and then determine what preceding knowledge they must obtain to secure their goals. The schooling method, of which Holt is skeptical, involves sequential learning from the basic to the complex, with no object for the instruction other than to master the material. But this is not interesting to most children, because the learning is divorced from a meaningful context (ie, a problem they personally want to solve) and the structuring of the learning often serves to highlight to a child how little he knows about a given field, an unnecessary bruise to a young person’s self-esteem. The result is that children often invest a lot of energy in avoiding learning, rather than engaging with the material, and what they practice is denying their own values and interests rather than gaining competence in knowledge and systems they have no desire to learn.

The ego is so central to Holt’s understanding of how children learn that it almost defies explanation how absent this concern is from most other pedagogical methods! Where did people come up with the idea that the student’s own fascination with the subject (or lack thereof) is irrelevant to the problem of learning? Why should we think it is optimal to follow any path of instruction which ignores this fundamental element? And who is truly being served by such an approach when it clearly can not be the child himself?

A related danger that Holt discusses is attempts to trick children into learning things, by teaching them without them noticing they’re being taught. If the idea is to teach people even if they don’t want to be taught, and if doing so creates resistance to learning, then it does seem logical to try to sneak and cheat the information into children’s minds. But is that respectful, and should we imagine anything else but more failure from continuing to build on such flawed premises?

Holt’s warning is again startling. Children are not aliens who think completely differently from adults. They are simply differently capable people, and their human capacity for reasoning makes it obvious to them, even when they’re very young, when they’re not being treated on the level. How disrespectful to treat another human being this way, with so little concern for their own values and well-being! Imagine trying to “trick” an adult into learning something without their permission or interest, by asking questions one already knows the answers to, or insinuating that something they don’t consider important is actually quite so. Such a person would consider it demeaning to imply they can’t figure out for themselves what deserves their attention and what does not, or that they’re not sharp enough to know they’re being fooled with, and so it is with children.

This is a rich and dense work with many pithy observations I wish I had highlighted the first time through. The author clearly admires children for their potential and their capability alike, and he helps the reader to see children not as helpless, but as empiricists, experimenters and practitioners. The hardest thing for parents and teachers to internalize from this work is the need for them to exercise self-control in light of their penchant for thinking their interventions in the life of children are so critical to the children’s thriving. It appears to be just the opposite!

What I Learned In Our At Home RIE Session

Earlier this week we hosted a RIE-sponsored seminar, “Before Baby” at our home. The seminar organizer asked each of us to journal about our time together and what we took away from the lesson. In no particular order, here are some of the reflections I had.

Infancy is an active developmental stage for child and parent alike. Although not capable of verbal communication, the infant is rapidly assimilating to a brand new world and is not only deeply observant but deeply capable of interpreting its environment and sensory input and forming meaningful relationships with the world around it, including the people in it such as its parents. It is a huge mistake for parents and other adults to view the infant in this moment as helpless, unresponsive or otherwise dull or ignorant of these early experiences. The infant is in the process of becoming an interdependent adult and it is doing this difficult work all on its own– it is anything but helpless or ignorant, although it is dependent in various ways.

For the parents, this is a time of habit formation. In what ways will they learn to habituate their behavior toward their child? With what respect will they conduct themselves toward this new member of their family? And as what kind of model will they illustrate their values and beliefs to this watchful eye? It is also a time for meaningful connection to their child through the acts of caregiving and observation. Seemingly mundane tasks such as clothing, feeding, washing and changing the child can be just that, or they can be something more– the fundamental basis of the relationship that is now forming, to be treated with dignity, concern and attention. Will the parents learn to be fully present in their child’s life, even when their child can not share what that presentness means to them personally? Or will they convince themselves they can have a deep connection to another person without actually putting that work in?

Our organizer encouraged us to think about the phrase “Slow down!” Infancy doesn’t last forever, and in the course of the total relationship with one’s child (40, 50, maybe 60 or 70 years if one is lucky) it is a fleeting moment that is soon lost. Take it in, appreciate it, make the most of it. Slowing down also means learning to wait before intervening. Give the infant some credit for finding its own way in a difficult situation– it is learning basic problem-solving skills and techniques in this time which are fundamental to not only its intellectual functioning but also its self-esteem and identity. Don’t take that away from the infant by insisting on doing everything for it.

We watched a couple videos together, produced by the RIE foundation. One was a collection of distilled wisdom by Magda Gerber, the progenitor of the RIE approach. Another was a demonstration of infants at play, showing their interesting physical and intellectual capabilities that are so easily overlooked. The essence of each video was this– if we give infants respect in terms of what they are uniquely capable of at this moment in their lives, we might well be amazed. Balancing, climbing, walking, crawling, socializing, they’re really quite accomplished in their own way and seem to need less of our help (as adults) as we might like to think. It’s important that they have their own world in which they can move at their own pace and explore their own needs.

We briefly explored the RIE practice of “sportscasting”, narrating interactions with the infant. As Magda Gerber put it, people have no problem doing this with their dogs (“Oh, you’re very hungry, I am putting your food together and then I will feed you, please wait.”) but they shy away from this simple communication with their children lest they or others think they’re strange for talking to a being that can’t talk back. But infants are not deaf! They can and do listen and sportscasting not only teaches the parents to see their children as participants in caregiving and family life, but it also gives these little observers an opportunity to connect cause and effect and see predictability in their lives.

We also talked about the place of RIE in a larger parenting framework. Can you take what you want from RIE? Can you follow other parenting philosophies as well or is RIE it? RIE seems to be a valuable set of core ideas about relating to infants and children that is not only useful now and extensible later, but which is potentially valuable in relationships with grown adults and which doesn’t seem to come into direct conflict with other values or beliefs. If RIE is wrong, does that make its opposites right? Can we imagine a world where treating infants with disrespect is good for children and parents? What would the benefit be of that approach?

RIE may or may not be a hard sell when it comes to communicating about it with people who are unfamiliar with the principles. Rather than trying to argue or convince people it is right, it is best for RIE adherents to simply model the RIE behavior and let it speak for itself.

Review – The Secret Of Childhood

The Secret of Childhood

by Maria Montessori, published 1936, 1982

If you’re looking for a “how-to” on the Montessori Method, this isn’t it. What this book is is an exploration of the philosophical foundations of Maria Montessori’s view of the child in society, based upon some of her historical experiences and study of related social research.

Although this book was published long ago, Montessori’s revelation appears to be, by and large, still a secret. Sadly, it is not just a cultural secret. Even in the West, and particularly the United States, where her ideas seem to have the strongest following, the parenting and educational mainstreams seem to have done little to absorb Montessori’s insights into both theory and practice. If Montessori was correct in her discovery, then it says something both appalling and demoralizing about the failure of society to integrate such important truths. So, what is this “secret”?

The secret of childhood is that it is a period of time during which the child works, not to assimilate himself into society, but to assimilate himself into himself. We hear echoes of Max Stirner (1806-1856, Germany) in Maria Montessori (1870-1952, Italy), for example, compare Stirner,

school is to be life and there, as outside of it, the self-revelation of the individual is to be the task… only freedom is equality… we need from now on a personal education (not the impressing of convictions)… knowledge must die and rise again as will and create itself anew each day as a free person.

to Montessori,

Adults look upon a child as something empty that is to be filled through their own efforts, as something inert and helpless for which they must do everything, as something lacking an inner guide and in constant need of direction… the adult makes himself the touchstone of what is good and evil in the child. He is infallible, the model upon which the child must be molded… An adult who acts this way… unconsciously suppresses the development of the child’s own personality.

or to Montessori’s son, Mario, from the preface,

Man has discovered flight, he has discovered atomic energy, but he has failed to discover himself.

or to Margaret Stephenson, a Montessori instructor, from the foreword,

How can one learn through group play what it means to be a mother, father, space pilot, dog, when one does not yet know what it mean’s to be one’s self?

This psychic development of the child, a “universal” as Montessori puts it, into an individuated person, the man, unfolds along a predetermined path dictated by nature.

Childhood constitutes the most important element in an adult’s life, for it is in his early years that a man is made.

That is not to say that man’s childhood development is deterministic, but that there is a logic and a succession of predictable stages and events to it, much like a caterpillar becomes a cocoon and then a butterfly.

The place an animal will have in the universe can be seen at birth. We know that one animal will be peaceful since it is a lamb, that another will be fierce because it is a lion cub, that one insect will toil without ceasing since it is an ant, and that another will do nothing but sing in solitude since it is a locust. And just as the lower animals, so the newly born child has latent psychic drives characteristic of its species… A child develops not simply as a member of the human species, but as a person.

And the implication of this fact is that the child, in his childhood, has special needs during this period of development which will allow this process of psychic development to occur without obstruction or injury, ranging from the suitability of his environment, to the tools and instruments he has at his use, to the way he is interacted with and communicated with by adults, who he sees as omnipotent, almost magical, beings of power and authority. (Isn’t it funny to stop for a moment and consider how sure of ourselves and the nature and limits of the adults around us we are, and how truly mysterious any of this was when we first made our way into the world as small children? Just ponder that for a moment if you’re having trouble grasping the significance of Montessori’s “secret”.)

What are some of these differences and needs between children and adults? The first is understanding the significance of work to each. For adults, work is a means to obtain a fixed and known goal, and the general idea is to work efficiently, that is, to get the highest yield in terms of outcome for the smallest amount of resources and energy expended. But for children, the purpose of work is to learn about the self– work is not performed to obtain an income, or to be fed, or to avoid a threat, but rather work is performed to experience the psychic benefit of knowing how to perform the work.

An adult walks to reach some external goal and he consequently heads straight for it… An infant, one the other hand, walks to perfect his own proper functions, and consequently his goal is something creative within himself.

In working, a child applies their intellect to the world, they come to understand their power and ability as a person to influence and change the world more to their liking, a fact that mature adults take for granted.

His hands under the guidance of his intellect transform this environment and thus enable him to fulfill his mission in the world.

Because of this, a child may be seen to work “aimlessly”, or “inefficiently”, or “incompetently”, but this observation is made from the point of view of an adult which is not applicable to the child and their psychic purpose in working. Montessori relates how adults who are finished working are typically tired and in need of rest or recreational stimulation, whereas children who are finished working are exhilarated and self-satisfied at accomplishing whatever it was inside of their psyche that compelled them to perform their work.

Another need is the need for separate property. Children exist in a world created by adults, for the benefit of adults and adults can be capricious with their property and arrangements in ways that are befuddling and intimidating to children. Everything in the child’s world (for example, in the home) belongs to the adults– the furniture, which is sized for the adults; the dishware and glassware and silverware, which is sized for the adults; the books, the clothes, the walls, the art, even the pets!

[An adult is tempted to overvalue his material possessions when they’re being handled by a child, such as with a glass of water being carried by his child.] The adult who does this may even be very wealthy and intent upon increasing his fortunes many times over in order to make his son still more wealthy than himself. But for the moment he esteems a glass as something of greater value than the child’s activity and seeks to prevent its being broken [and so interferes needlessly with the child’s development in stopping him from his activity with the glass].

Montessori describes the adults as “kings”, who may of occasion grant the child a right to temporary use of the king’s property, but never the right to possess the property themselves.

An adult, however high or low he may be, is always a powerful being in comparison with a child.

The child can feel as if it lives only at the mercy and privilege of the king. The child is constantly being instructed and informed how to use something, what to touch and what not to touch, to keep away from this or to go be near that. The child needs some of its own things, in sizes and qualities specific to its uses, so that it may explore and understand and “work” in the world around itself without constantly being in conflict with the adults.

An adult is constantly interrupting the child and breaking into his environment. This powerful being directs the child’s life without ever consulting the child himself. And this lack of consideration makes the child think that his own activities are of no value.

A final need is for adults to appreciate the differences in perceptive faculties of children, who, as Montessori describes, pay attention to details not just different in magnitude, but in kind.

A child’s psychic personality is far different from our own, and it is different in kind and not simply degree.

Adults are accustomed to looking at the world and paying attention to details in a particular way based upon their individual goals, ambitions, professional outlook, educational level, etc. etc. But children often pay attention to details quite differently, and in ways that conflict with adult perceptions or treat them as non-sensical or unimportant.

Children an adults are in possession of two different mental outlooks… Adults frequently attempt to point out ordinary objects to three- or four-year-old children as if they had never seen anything before. But this must have the same effect on a child as one shouting at another whom he thinks to be deaf [who is not so].

An adult may wish to draw a child’s attention to the beach and the ocean, but the child is fascinated by a tiny bug crawling across the sand. Adults are often quick to pass judgment on the child in these moments, as if they are “wrong” for not being interested in what the adult wants them to be interested in, or even questioning their intelligence or development when they seem incapable of taking such an interest. But as with work, observation serves a different purpose for the child than for the adult– it is not to satisfy his desire for recreation, or to attend to a productive goal, but to stimulate his psyche according to these innate, natural needs of his development.

Here are some other interesting quotes I collected:

  • The child is a universal… There is, in reality, only the child of all times, of all races, heir to tradition, hander-on of history, crucible of culture, pathway to peace.
  • The absorption of culture, of customs, of ideas, ideals, of sentiments, feelings, emotions, religion, take place during the period of the absorbent mind, in the child from zero to six.
  • We should try to understand that there is an intelligible reason behind a child’s activities. He does nothing without some reason, some motive… A child does not simply run, jump and handle things without purpose and thus create havoc about the house… Knowledge always precedes movement. When a child wishes to do something, he knows beforehand what it is. [A very Misesian idea!]
  • An adult’s avarice, which makes him jealously defend whatever he owns, is concealed under “the duty of properly educating one’s child.” [What Stirner would refer to as a “spook”, or a mental hobgoblin an adult uses to frighten his own psyche and thus prevent himself for taking ownership over his actions.]
  • When a child moves slowly, an adult feels compelled to intervene by substituting his own activity for that of the child. But in acting thus an adult, instead of assisting a child in his psychic needs, substitutes himself in all the actions which the child would like to carry out by himself.
  • What an adult tells a child remains engraved on his mind as if it had been cut in marble.
  • When a child is disobedient or has a tantrum an adult should always call to mind the conflict and try to interpret it as a defense of some unknown vital activity necessary for the child’s development.
  • Toys furnish a child with an environment that has no particular goal and, as a consequence, they cannot provide it with any real mental concentration but only illusions.
  • Before anyone can assume a responsibility, he must be convinced that he is the master of his own actions and have confidence in himself.

I enjoyed reading this book, it stimulated MY psyche and made an impression upon me in terms of how much more there is to think and know about this subject than what I possess currently. I also enjoyed the archaicness of it, Montessori writes like a civilized person of years gone by, speaking articulately and frankly about the world around her without apology and with much conviction and passion for her subject, something which doesn’t seem to exist anymore in our world of sterile, clinical academics reluctant to take a position on anything of import. But it was not always an easy read and it was fairly repetitious. I will likely come back to the book at some point to re-read certain passages that I found hard to appreciate without an experience of raising a child myself. Yet, I wouldn’t recommend this as an “essential” title for someone looking to up their parenting game unless I already knew they were more philosophical in their approach.

Brief Thoughts On The Reggio Emilia Approach, Part II

I read a bit more in the Bringing Reggio Emilia Home book last night. I don’t know if it’s because I started reading Maria Montessori’s The Secret of Childhood which to me seems to hold an antithetical philosophical viewpoint, or I am just coming against the discomfort of a new idea, but some of the anecdotes that were shared seemed a bit bizarre. The author captured the thoughts of one of the local teachers, “Vea”, and I have selectively quoted them below:

I put a Plexiglass mirror out on the ground outside so that we could walk on the mirror… We walked on the sky and in some way, we were able to touch it… I think it’s important that the children enter into this “theater of the virtual reality” so that they can move in a different way according to the provocations that you give… The children walked on the clouds and “flew” with their arms as they pretended to be angels and airplanes… the games they played with the slides [images of the weather patterns observed] and this painting are filled with significance… we could say that these children have made a first collective work born of a common experience.

In this anecdote, Vea is talking about an exercise she created with various art media to tap into the children’s sense of “awe” and “wonder” about the world around them. Interpreting this charitably, children have strong creative faculties and their good-hearted teacher is creating circumstances where they can really let their imagination run.

But is it that simple?

In reality, nobody can walk on the sky. Angels don’t exist, and children aren’t airplanes, they fly in airplanes, which are specific physical objects with real physical properties that allow them to stay airborne despite gravity and being heavier than air. How does this work? This exercise doesn’t seem to touch upon any of this as it is related. One argument is that the children might be too young to appreciate physics. But does that mean they should be led to imagine that physics doesn’t exist, instead?

And what is a “collective work born of common experience”? The word “provocations” is probably a literal translation of the Italian cognate “provocazioni”, which has several meanings similar to the English, including “challenge, upset, anger”. I am thinking of the word “antagonize”, why are children being antagonized? Even the meaning “challenge” is confusing. Negotiating reality as a neophyte seems like challenge enough, does a teacher need to add to it by “challenging” children to walk on the sky or fly through it like angels? There seems to be plenty going on down here to contend with as it is.

Here is another anecdote:

“Let’s put in our yells!” [said one child, about what he wanted to try storing in a jar the children were given during one exercise] because they were excited and yelling. It was a lovely idea, so they yelled inside the jar closing it right away with its cover. Then, every once in a while they raised the cover ever so slightly, putting their ear to the opening to see if they could hear the yells that they had put inside.

As a wistful happenstance of young children playing, this scene is endearing, almost comical. Clearly, yells can not be contained in a jar and listened to later, that isn’t how sound works. It is “creative” in the abstract sense of a weird alternate reality book or movie where physics doesn’t exist as it does in our universe. But as something taking place in an educational environment, encouraged by teachers and with no “questioning” involved, or attempts to get behind the play to the real phenomena of voice and sound and recorded media, it takes on a more sinister appeal. What is practicing such behavior doing but confusing the mind? What are the children learning from one another here, but idle fantasies and make believe?

Earlier in the section, the book talked about the famed “Hundred Languages of Children”. It turns out this is a reference to different art materials that children can use to illustrate their experiences. Acetate, wire, clay, paint, crayon, etc., these are all media that children are instructed in the atelier (studio) to use to express their shared memories of various experiences. Again, it sounds innocent, what could be wrong with teaching children art and how to manipulate various materials for self-expression? But a “hundred languages” also has a polylogist ring to it, not a polyglot one, because in early childhood children are just acquiring languages skills in their mother tongue, and while it may be clear to them what they mean in their artistic acts of self-expression, it is much less likely that this meaning will be clear to others, such as other children, teachers, parents or adults. In fact, art is one of those things that is seemingly always up to interpretation, whereas verbal linguistics are relatively straight forward. Emphasizing self-expression through art seems to lead to a, “Think what you want to think, believe what you want to believe” kind of approach to reality and communicating with others.

But I am only two chapters into this, so I guess I don’t want to get TOO hysterical in my critical analysis!

I also watched “The Reggio Emilia Approach At Bennett Day School” on YouTube last night, seeking more information about this approach in practice. The video ended up being more about the history of the philosophy, which was helpful. A few anecdotal items of data stood out to me in the presentation:

  • The townsfolk of Reggio Emilia specifically designed their approach “so that they’d never have to deal with fascism again”
  • The local municipality once considered cutting funding for the preschool programs, and the parents became hysterical and lobbied the government to maintain the spending
  • The head marm narrating in the video described the “citizenship” focus of the Reggio Emilia approach by citing the way townsfolk became engaged in local political debates at the town councils, where she emphasized “everyone was free to argue and disagree, but eventually they reached agreement”; she cited this as a really positive example of the civic-spirited genesis of the approach

Here is the video:

And here is how the Bennett Day School describes its “Progessive education” ideals:

Based on the beliefs of John Dewey first published in the late 19th century, Progressive Education is a philosophy built around cooperative learning environments carefully constructed by teachers in order to build understanding through meaningful, relevant practices.

In a progressive education environment, students “learn by doing,” engaging in activities and lessons which help them develop the problem solving and critical thinking skills that are essential to participation in a modern democratic society. Rather than focusing on rote memorization, Progressive Education focuses on social learning and collaboration to achieve relevant, authentic goals.

While influenced by student interest and engagement, Progressive Education asks teachers to guide students through the process of learning, modeling and encouraging the development of skills and knowledge that are necessary to effective citizenship. Students in a progressive school are not merely passive consumers of information, but active and engaged members of a learning community that seeks to develop within all its members (both adults and children) a spirit of participation and engagement that will seamlessly translate to the larger global society.

 

The Oath Of The Brand

Imagine for a moment that you work for a big company (maybe you do), and that at the start of every work day, you and the other people in your department gather around a large copy of the company logo, place your hand over your heart and recite the “Oath of the Brand” like so:

I give my oath

to this brand

the greatest company in all the land,

and to the management

much like it, grand;

one organization, one vision, never to be divested of its capital,

with jobs and security for all.

What might you think of this company, and its desire to instill its values via a hypnotic morning oath like this? Would you think this company would be populated by workers who can think for themselves and question the decisions of management when they’re called for? Would you think management expects to be challenged and “kept honest” by its workers? Does it seem odd that there is no mention of customers and the need to serve them faithfully? Would this company seem to operate a bit like a cult?

Of course by now you’ve realized that I have simply parodied the American “Pledge of Allegiance”, recited mindlessly by millions of school children in public institutions every single morning, and by millions of government functionaries and politicians at certain solemn occasions. Why do our public schools do this? Why can’t our political system earn its loyalty through efficiency, effectiveness and good works, rather than by neurolinguistically programming developing minds too immature to notice they’re being manipulated? And why do parents tolerate such madness?

In case you’ve been out of school for awhile, here is the actual Pledge of Allegiance:

I pledge allegiance,

to the flag

of the United States of America,

and to the Republic

for which it stands;

one nation, under god, indivisible,

with liberty and justice for all.

As defined by the pledge, liberty and justice are clearly codewords for the good feelings one gets from honoring one’s fealty to the flag. And the “Republic” is not the country, but a particular system of political management of the country– there are other possible ways to politically manage the country, but the Pledge doesn’t really permit such thinking, it demands obedience. I read something a few months ago wherein a Progressive author was lamenting the way “right wingers” were now referring to public schools as “government schools,” the concern being that a public school implies something verging on objectivity, while a government school is what one finds in other, more authoritarian regimes, where the curriculum is strongly centered around building loyalty to the party in power. But asking small children to recite a pledge to their political management seems like a good place to start a case for arguing that what we have in this country are, in fact, government schools.

This doesn’t work for me. I don’t want my children’s education to include inculcated obedience to the state– I want my children to be able to think for themselves on this one. So this is another reason I am not interested in putting my children in public schools.

The history of the Pledge of Allegiance is pretty interesting.

And for a snarky treatment of the subject, try this skit by the “Whitest Kids U Know”:

“This is not a form of brainwashing.”

Review – Your Self-Confident Baby

Your Self-Confident Baby: How to Encourage Your Child’s Natural Abilities

by Magda Gerber, Allison Johnson, published 1998

I read YSCB and Janet Lansbury’s Elevating Child Care in rapid succession; while this review will focus on the original work by Magda Gerber (founder of RIE in Los Angeles, CA), I may touch upon a few thoughts and ideas from Lansbury’s book as well.

The advice and ideas espoused in this book rest on two central premises:

  • Major premise; your baby comes built in with the tools it needs to learn and navigate its environment, and will create its own learning problems and discover its own solutions when given freedom to explore the world at its own pace
  • Minor premise; good parenting is less about what you put in early on and more about what you don’t, especially with regards to worry, anxiety and active interventionism

This doesn’t seem that controversial, but if you ask me it flies directly in the face of what I have routinely observed in both American parenting and Asian parenting, for example:

  • American parenting; your baby may be capable of great and wonderful things (which you implicitly choose for it), but like a Calvinist, you will only know for sure if you actively work to develop these talents and capabilities in your child. Failing to do so means risking that your child will turn out to be not one of the Elect, but a poor loser, or worse, quite average and content
  • Asian parenting; babies are stupid and a constant and confusing source of pride and worry for their parents, and if they are not condescended constantly almost from the moment they are born, they risk becoming ingrates, drug users, or worse, free thinkers, rather than guided automatons with eternal respect for their revered elders

American parents spend a lot of time getting wrapped up in the competition of their lives, which they impart to their children. Infant development is like a race– how quickly can the child progress from one stage to the next? And what burdens of guilt, anxiety, anger and frustration can the parents-as-pit-crew take on along the way to ensure the process is stressful and obsessive without wasting time reflecting about the race and why it must be won?

So this Resources for Infant Educarers (RIE) approach, developed by the Hungarian Magda Gerber after a chance encounter with a pediatrician named Dr. Emmi Pikler in 1950s Hungary, is not just an antidote, but a holistic approach for individuals and families looking to foster authentic self-discovery in their children and connection built on mutual respect amongst kin.

But it is NOT a silver bullet! Raising children is still a real challenge, it still involves difficulty and even moments of self-doubt.

Gerber offers these basic principles:

  • basic trust in the child to be an initiator, an explorer and a self-learner
  • an environment for the child that is physically safe, cognitively challenging, and emotionally nurturing
  • time for uninterrupted play
  • freedom to explore and interact with other infants
  • involvement of the child in all care-giving activities to allow them to become an active participant rather than a passive recipient
  • sensitive observation of the child to understand their needs
  • consistency and clearly defined limits and expectations to develop discipline

Gerber cautions parents to slow down, to develop the habit of observing before intervening. Many child troubles — frustration during playtime, an unintentional fall, conflict over a piece of property with another infant — can be resolved by the child on its own if they’re given the opportunity and support to meet the challenge with their own solution. Similarly, it is not the parent’s duty to entertain or preoccupy the child, children become present-oriented and externally directed primarily through the influence of their anxious parents. If left to their own devices to play and explore at their own pace in a safe environment, they will learn to focus and entertain themselves through their own creativity and exploration at length.

Another suggestion is to “sportscast” the infant’s life during caregiving activities such as feeding, diaper changes, bath time or preparation for bed. By narrating what is happening to the child and why, and what will happen next, the child learns about the meaningful sequence of events in its life and can begin to build expectations about the future and acquire a measure of predictability about its life and routines which creates security, comfort and trust in the parents and caregivers. Young children’s minds are “scientific”, they’re always trying to understand the cause-effect relationships behind observed phenomena and one of the primary cause-effect relationships they are exploring as they develop is the sequence of activities across time. Much like raising a dog, following a predictable routine reduces stress in the infant’s life and allows them to focus their attention and learning on other things than the fear of what might happen next to them.

According to Gerber, quality time means total attention and focus on your child. Holding your baby while you watch TV, or read, or run an errand, is not quality time and the child can sense that it’s not the priority. Quality time is watching your child play, uninterrupted, or reading to him, or giving sole focus to feeding him, or diapering or bathing him. Because of this, Gerber encourages parents to reflect on even the routine caregiving moments, because over thousands of repetitions over an infant’s life they will leave an indelible mark on the relationship and come to represent a sizable proportion of the total “quality” time spent together– do you want your child, even in their limited perceptual state during infancy, to see their diapering as a disgusting task you as a parent have to get over with as quickly and cleanly as possible several times a day, or do you want your child to see that you love them and are interested in them even when doing mundane things like changing their diapers?

Further, this approach has a transformative effect on the parent, as well. By treating the relationship respectfully and seeking to include the child in caregiving activities by narrating what is occurring and being present in the moment, the parent is slowly but surely training themselves to see their child not as an obligation to which things must be done, but as another person like themselves with needs and values and a personhood just like other adults they interact with. They will be modeling for their child the very behaviors they wish for them to adopt in how the child is expected to behave toward others.

This book is chock full of so much wonderful, important information for parents, caregivers and anyone interested in the world of small children. It’s too hard to try to summarize all the advice and concepts and it wouldn’t be worthy to try. Instead, I will simply observe that this is another philosophical work that goes much beyond how to put on a diaper or how to create a safe playspace, and instead says much more about how we can build a peaceful and encouraging society for all people to live in, adults and children (future adults) alike. And to the extent this approach is not recognized and its advice goes unheard and unheeded, it explains clearly why we witness the social problems and family and individual dysfunctions we do!

Here is a brief list of some of the more pithy wisdom I enjoyed from Lansbury’s “Elevating”:

  • As parents, our role in our baby’s development is primarily trust
  • Our relationship will be forever embedded in our child’s psyche as her model of love and the ideal she’ll seek for future intimate bonds
  • The secret to connecting is to meet children where they are
  • Grieving people want and need to be heard, not fixed
  • A nice bedtime habit to start with your child is to recapture the day… You can also mention what will happen tomorrow. This connects the past, present and future and gives her life a connected flow
  • Since our lifespan is getting longer, why not slow down?
  • We don’t think twice about interrupting infants and toddlers, mostly because we don’t think to value what they are doing
  • Babies are dependent, not helpless
  • “Readiness is when they [the baby] do it.” “When you teach a child something, you take away forever his chance of discovering it himself.”
  • Instead of teaching words, use them
  • “Don’t ask children a question you know the answer to”
  • Purposefully inflicting pain on a child can not be done with love