ERIC Number: EJ1305332
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: N/A
Seeing Infants Differently: Magda Gerber's Contributions to the Early Care and Education Field and Their Continuing Relevance
Hammond, Ruth Anne
Early Child Development and Care, v191 n7-8 p1302-1315 2021
A pioneer in the infant/family field in the United States, Magda Gerber was the founding director of Resources for Infant Educarers (RIE), known for its unique two-generation approach to the care and education of young children. This paper offers a summary of Gerber's teachings from the late twentieth century with citations pointing to their historical theoretical underpinnings and highlights some more recent supportive research in affective neuroscience. The main goal of this article is to reflect on how significantly Gerber's work has influenced child-centred standards for developmentally appropriate 0-3 care and education and early years' workforce training in the U.S. The concluding section will touch on the continuing relevance of Gerber's RIE Approach in light of twenty-first-century social trends and what would make it more widely accessible.
Descriptors: Standards, Infants, Child Caregivers, Child Care, Child Development, Early Childhood Education, Educational Philosophy, Neurosciences, Educational History, Teaching Methods, Developmentally Appropriate Practices, Relevance (Education), Caregiver Training, Biographies, Trust (Psychology), Caring, Caregiver Child Relationship, Psychomotor Skills, Motor Development, Play, Intervention, Parent Child Relationship, Peer Relationship, Security (Psychology), Self Control, Toddlers, Educational Quality
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A