Wishes for Parents and Babies

First, my wishes for children. I wish they could grow according to their natural pace, sleep when sleepy, eat when hungry, cry when upset, play and explore without being unnecessarily interrupted. I wish them to be allowed to grow and blossom as each was meant to be and not molded or shoved into some mode of faddism that confines like a violin case. 

I wish children would nor have to perform for their parents, sit up when ready for rolling, or walk when ready for crawling. You know, a child can be pushed to do these things, but may not be physiologically really ready. In our culture, we push to attain these states faster than they should be reached. 

I wish children would not have to reassure parents of their effectiveness. They should not have to smile when frustrated or clap their hands when sleepy. They should not be ping pong balls between parents, nor experimental subjects of toy manufacturers, cereal makers, or new fads and theories in child care. 

Please, parents, the next holiday season, don’t succumb to the pressure of buying expensive, complex toys designed to be used certain ways. They rarely give children opportunities to explore and use them in their own way. Toys designed to entertain create passive onlookers and future television addicts, rather than curious, actively learning children. Pressures from commercials are especially strong at the holiday time of year. Think of the many children who are lost and bored unless they are entertained, and who keep asking, “What shall I do now?”

For parents I wish a lot of things, too. I wish they would feel secure, but not rigid. I want them to be accepting, but able to set limits; available, but not intrusive, and patient, but true to themselves. They need to be realistic, but consistent in their expectations, having the wisdom to resist new fads. I hope they can achieve a balance in giving quality time to their children and to themselves and achieve a state of self-respect and equal respect for their children.

I have a special wish for fathers, too. I wish that fathers could assume a new role of fatherhood based on human relationship rather than believing that being warm and gentle is not manly, or that a father is expected to be tough. They need not throw children into the air, nor blow cigarette smoke in their faces (Yes, I have seen this done “playfully.”) Roughhousing not only scares babies, but sometimes causes brain damage. What I’m saying is that playful pummeling is okay, as long as it’s not forced by the father and hard on the child. I would like fathers not to be afraid to be their own drummers, but to be themselves and to know that just because they are men, they need not be “macho.” They can be tender and soothing and quiet and still be men.

Above all else, I wish that we not lose sight of laughter. In spite of all the pain we might see and feel, we need to maintain our sense of humor. People who take life too seriously are terrible to live with!

Educaring® 7 (1), Winter, 1986. 

TEN STEPS TO THE RIE® PHILOSOPHY

In a 1976 issue of Afterbirth, Janet Gonzalez-Mena published a list of “Ten Steps to the D.I.P. Philosophy.” This list, slightly revised, provides us with a brief, practical synopsis of the RIE philosophy. If you, as an educarer, have grasped the essence of our philosophy, this list will be a helpful tool for you to review the way you care for children. It is a reminder that caring for infants, with respect and quality foremost in our minds, must not become routine. Perhaps the next time you find yourself facing a new situation with your infant, these guidelines will help deepen and strengthen your motives, insight, and perception.

1. Involve the infant in caretaking chores, such as diapering. Don’t just distract him so you can get the job done faster.

  • Remember that babies have long attention spans if they’re actually involved in something.
  • Consider that you can give the baby a feeling for team work which can become a lifelong attitude.
  • Realize how much learning goes on in these kinds of interactions.

2. Invest in quality time when you are totally available to the infant. Don’t settle for constant time together when you are only half there.

  • Give the baby privacy—space and time alone.
  • Give yourself privacy—space and time alone.
  • Think of caring activities as quality times, not as chores.

3. Respect the baby as an individual. Avoid treating him as a cute, empty-headed doll to be manipulated.

  • Try to tune in on the baby’s real needs, rather than your own projected needs.
  • Really listen to him when he expresses needs. He will learn to refine his ways of expression.
  • Avoid talking about the baby in front of him.
  • Respect the baby’s feelings and his right to express them. It’s okay to be mad, sad, frustrated, etc.
  • Offer strength to a child in conflict by being available, reflective, and neither judgmental nor over sympathetic.
  • Help the baby to anticipate what will happen by telling him what you intend to do. Give the baby a chance to respond before you start the action.

4. Learn the baby’s system of communication and teach him yours. Don’t underestimate his ability to communicate.

  • Regard crying as communication and try to understand it, not just stop it.
  • Talk to the baby in a natural way using daily language, not “baby talk.”
  • Cut down on endless chatter. A small amount of meaningful talk will be listened to.
  • Don’t repeat yourself over and over.

5. Be honest about your feelings, rather than pretending to feel something you don’t.

  • Give appropriate, honest feedback, being careful not to hook the baby on praise.
  • Try to be aware of sending mixed messages and guard against it.

6. Invest time and energy into the building of human relationships and the development of the baby’s personality. Don’t concentrate on cognitive development alone, buying a lot of gadgets to promote it.

  • Help the baby learn to use the potential he has.
  • Help the baby to come to see himself as a problem solver.

7. Build security by teaching trust. Avoid placing the baby in situations in which he can’t depend on you.

  • Don’t sneak away without telling him.
  • Be available, if possible, when he really needs you.
  • Understand he will go through periods when he needs you even more than usual.

8. Focus on the quality of development in each stage. Don’t be concerned about reaching developmental milestones in a hurry.

  • Let the baby develop on his own. Don’t push him to do things he can’t do on his own before he is ready.
  • Don’t teach the baby—facilitate his learning.
  • Give the baby plenty of physical freedom.
  • Let the baby stimulate himself—respect him for knowing what is best for him.
  • Try not to promote a “circus atmosphere” where the baby gets hooked on being entertained.

9. Model the behavior you want to teach. Don’t preach.

  • Respond to aggression with gentleness if you want to teach gentleness. Don’t give aggression for aggression.
  • Teach sharing by sharing.
  • Be aware that all you teach is yourself. 

10. Give the baby a chance to solve his own problems. Avoid taking away valuable learning opportunities from him.

  • Try to wait after the expression of a need to allow enough time for the child to attempt to satisfy himself.
  • When the baby is going around in circles, or seems stuck, facilitate the smallest step necessary to enable him to solve the problem himself.
  • Give the baby opportunities to practice decision-making by giving him a reasonable number of real choices when it is appropriate. 

Janet Gonzalez-Mena is a RIE-trained infant Specialist. She has Co-authored, with Dianne Eyer, a book entitled Infancy and Caregiving, Mayfield Publishing Co. along with several other books.

Educaring® Volume I / Number 4 / Autumn 1980