led by Jackie Bartlett, MS
Saturdays at Taborspace
5441 SE Belmont St
Good Start is a play group class based on Magda Gerber's Resources for Infant Educarers® (RIE®) approach where the babies are the teachers.
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You will:
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Your children will experience:
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What to expect:
You will find a comfortable place on the floor (as ability dictates) to observe the infants at play. Babies are laid on their backs in the play area where they play without adult direction. Jackie will model new ways of interacting with your baby. We will discuss ideas that will make your job as a parent easier and more rewarding as you enjoy time with your baby or toddler to just be together.
Before classes start, parents attend an orientation (without children) to learn what to expect from the class. Classes are ongoing in consecutive sessions. Enrollment is 4-8 babies and their parents.
You will find a comfortable place on the floor (as ability dictates) to observe the infants at play. Babies are laid on their backs in the play area where they play without adult direction. Jackie will model new ways of interacting with your baby. We will discuss ideas that will make your job as a parent easier and more rewarding as you enjoy time with your baby or toddler to just be together.
Before classes start, parents attend an orientation (without children) to learn what to expect from the class. Classes are ongoing in consecutive sessions. Enrollment is 4-8 babies and their parents.
Toddlers
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Crawlers (approximately 6-12 months)This group is for babies who are moving around but not yet walking.
Saturdays
2:30-4:00 Next 6-Week Session Feb 16, 23 March 2, 16, 23, 30 Orientation* Feb 9 (parents meet without children) Introductory Price $59 *Note: Orientation is required before attending class. Please contact me if you need to reschedule. |
RIE® Principles
From RIE.org
Respect
Respect is the basis of the Educaring® Approach.
We not only respect babies, we demonstrate our respect every time we interact with them. Respecting a child means treating even the youngest infant as a unique human being, not as an object.
We not only respect babies, we demonstrate our respect every time we interact with them. Respecting a child means treating even the youngest infant as a unique human being, not as an object.
Authenticity
An authentic child is one who feels secure, autonomous, competent, and connected.
When we help a child to feel secure, feel appreciated, feel that “somebody is deeply, truly interested in me,” by the way we just look, the way we just listen, we influence that child’s whole personality, the way that child sees life.
When we help a child to feel secure, feel appreciated, feel that “somebody is deeply, truly interested in me,” by the way we just look, the way we just listen, we influence that child’s whole personality, the way that child sees life.
Trust
We have basic trust in the infant to be an initiator, to be an explorer eager to learn what he is ready for.
Because of this trust, we provide the infant with only enough help necessary to allow the child to enjoy mastery of her own actions.
Because of this trust, we provide the infant with only enough help necessary to allow the child to enjoy mastery of her own actions.
Sensitive Observation
Our method, guided by respect for the infant’s competence, is observation. We observe carefully to understand the infant’s communications and his needs.
The more we observe, the more we understand and appreciate the enormous amount and speed of learning that happens during the first two or three years of life. We become more humble, we teach less, and we provide an environment for learning instead.
The more we observe, the more we understand and appreciate the enormous amount and speed of learning that happens during the first two or three years of life. We become more humble, we teach less, and we provide an environment for learning instead.
Involving the Child in Caregiving
During care activities (diapering, feeding, bathing, dressing, etc.), we encourage even the tiniest infant to become an active participant rather than a passive recipient of the activities. Parents create opportunities for interaction, cooperation, intimacy and mutual enjoyment by being wholeheartedly with the infant during the time they spend together anyway.
“Refueled” by such unhurried, pleasurable caring experiences, infants are ready to explore their environment with only minimal intervention by adults.
“Refueled” by such unhurried, pleasurable caring experiences, infants are ready to explore their environment with only minimal intervention by adults.
A Safe, Challenging, Predictable Environment
Our role is to create an environment in which the child can best do all the things that the child would do naturally. The more predictable an environment is, the easier it is for babies to learn.
As infants become more mobile, they need safe, appropriate space in which to move. Their natural, inborn desire to move should not be handicapped by the environment.
As infants become more mobile, they need safe, appropriate space in which to move. Their natural, inborn desire to move should not be handicapped by the environment.
Time for Uninterrupted Play and Freedom to Explore
We give the infant plenty of time for uninterrupted play. Instead of trying to teach babies new skills, we appreciate and admire what babies are actually doing.
Consistency
We establish clearly defined limits and communicate our expectations to develop discipline.
Portland Baby School provides education and coaching
for parents and babies in Portland, Oregon
because a good start lasts a lifetime.
© 2018 Portland Baby School