"The first hour of education is the hour after birth. From the moment the senses of the newborn child begin to receive impressions from nature, nature educates them. It takes great strength to be able to wait patiently for them to mature.” Johann Heinrich Pestalozzi (1746-1827)
The Basic Needs of Babies online course and workshop is designed for parents-to-be and for parents, for curious grandparents, and educators, for health care workers and for midwives, doulas and birth partners. The central idea for this online course and workshop is exploring what families and babies need so that they may have positive experiences as they navigate baby coming into the world.
- What do we need to know about the newborn child?
- Why should we protect babies?
- What is the ‘cosmic task’ of the youngest humans?
- What are their basic needs?
topics and workshop dates
27 September, 2022
Introduction and Orientation
18 October
The Spiritual Embryo
8 November
Preparing the Observation Environment
29 November
Pioneers in Birth and Birthing
20 December
The Basic Needs of a Woman in Labor and Newborn Child
10 January, 2023
Newborn Behavioral Observation
31 January
The Neuroscience of Connection
21 February
Final Projects
27 September, 2022
Introduction and Orientation
18 October
The Spiritual Embryo
8 November
Preparing the Observation Environment
29 November
Pioneers in Birth and Birthing
20 December
The Basic Needs of a Woman in Labor and Newborn Child
10 January, 2023
Newborn Behavioral Observation
31 January
The Neuroscience of Connection
21 February
Final Projects
The Basic Needs of Babies: Learning to listen to newborns and why we should
Online
We will address what the pioneers of birth and birthing said starting with Maria Montessori. What are the basic needs of a woman during pregnancy, labor, birth and the postpartum period based on the latest science? We delve deep into the sensitivity of babies at the beginning of life. We look at how a second embryonic life exists and why it needs a womb during its development. How does the newborn develop a capacity to process stimuli, how does a newborn communicate using behaviors? Why is co-regulation critical in developing self-regulation?
We are facing a developmental crisis that affects all of humanity. Our home, the Earth, is at risk. The only way out of this crisis is through changing how we treat life. And we can begin with how we treat pregnant women, newborns and their families, by listening to them and supporting them. We begin by promoting feelings of safety and eliminating fears as they arise. We can no longer care for birth and the beginning of life with the methods of the past. We must realize that how we handle a pregnant woman, a birthing women, and especially the newly born person leaves a mark. It is of vital importance for the future of society to respect the basic needs of human life during the most fragile times. Birth is one of the most fragile times of our entire lives.
Online
We will address what the pioneers of birth and birthing said starting with Maria Montessori. What are the basic needs of a woman during pregnancy, labor, birth and the postpartum period based on the latest science? We delve deep into the sensitivity of babies at the beginning of life. We look at how a second embryonic life exists and why it needs a womb during its development. How does the newborn develop a capacity to process stimuli, how does a newborn communicate using behaviors? Why is co-regulation critical in developing self-regulation?
We are facing a developmental crisis that affects all of humanity. Our home, the Earth, is at risk. The only way out of this crisis is through changing how we treat life. And we can begin with how we treat pregnant women, newborns and their families, by listening to them and supporting them. We begin by promoting feelings of safety and eliminating fears as they arise. We can no longer care for birth and the beginning of life with the methods of the past. We must realize that how we handle a pregnant woman, a birthing women, and especially the newly born person leaves a mark. It is of vital importance for the future of society to respect the basic needs of human life during the most fragile times. Birth is one of the most fragile times of our entire lives.
There are two options for this course.
- Those who take both the course + workshop will be attending live video workshop sessions (limited enrolment). In the workshop, participants will be learning about the environment inside themselves that promotes observation and sharing, listening and thinking. We are, in effect, practicing how to hold space for another person at the beginning of life.
- Those who take the course will learn at their own pace, online. They will have six months in a PREPARED ENVIRONMENT for adults where they are free to explore the materials.
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“In the care of the newborn, and to do everything one can for him, you have to keep his psychic life very present in mind ... The child, throughout his incarnation, is a spiritual embryo that has to grow at the expense of the environment. But just as the physical embryo needs its own special environment, such the mother's womb, in which to grow, so this spiritual embryo needs to be protected in its external environment, animated, warm with love, rich with nourishment: where everything is done to accommodate and nothing to hamper.” Il Segreto dell'Infanzia, p. 39 & 47 (Garzanti)
"Education must no longer be based on a pre-established program but on an understanding of human life. In light of this conviction, the education of a newborn is of the utmost importance." La Mente del Bambino p. 12 (Garzanti)
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Format
This course is designed as a Montessori Environment for Adults prepared according to the same principles used in educational environments for children: a judgement free environment where there is freedom to choose, where there is equality, respect, exploration, community, trust, and love between those in the space.
Adele Costa Gnocchi studied newborns in Montessori’s name from 1947 to 1967 and she believed that Montessori’s educational approach for children was also the best approach for adults. She prepared learning environments for her students where they could be actively involved and observe at the same time, such as the foundling orphanage of Rome; hospital labor and maternity wards; family homes with children under three; and the Scuoletta (opened in 1927 as her study of children in the Casa dei bambini) where they observed how the youngest children learn when they are left to their spontaneous nature. These ‘prepared environments' provided embodied experiences which could then be looked at through a Montessori lens in the afternoon group time. After two years of this daily practicum and theory her students were awarded a birth-to-three Montessori diploma. Those attending the Assistants to Infancy Montessori School spent these afternoons in “class”, but Adele Costa Gnocchi rarely lectured. She didn’t believe that that was how people best learned. Rather her technique was Socratic. She asked questions and presented ideas that were to be explored and measured up against one’s own experiences.
Her students were encouraged to come to conclusions based on what they were seeing every morning in the field. In order to understand what the children’s behaviors were teaching them about the 0-3 age group they discussed the observations as a study group. Only then were they prepared to discuss how Montessori’s theory and pedagogy related to what they were experiencing in their internships.
Maria Montessori felt strongly that people could not teach each other anything, and each person’s very own experiences were the primary source of their learning. “We cannot create observers, saying to the children, ‘observe!’ rather we must give them the power and the ability to make their observations, and this ability is acquired by the education of the senses”, (La scoperta del bambino p.185.) And so we too will be learning by using our own senses, engaging in observations and discussions. Materials are provided to provoke your curiosity to learn more and perhaps will evoke strong reactions, doubts or questioning. The presentations, readings, observations and audios represent a “prepared environment” where you can, at your own pace, find what you need to stimulate your senses.
This course is designed as a Montessori Environment for Adults prepared according to the same principles used in educational environments for children: a judgement free environment where there is freedom to choose, where there is equality, respect, exploration, community, trust, and love between those in the space.
Adele Costa Gnocchi studied newborns in Montessori’s name from 1947 to 1967 and she believed that Montessori’s educational approach for children was also the best approach for adults. She prepared learning environments for her students where they could be actively involved and observe at the same time, such as the foundling orphanage of Rome; hospital labor and maternity wards; family homes with children under three; and the Scuoletta (opened in 1927 as her study of children in the Casa dei bambini) where they observed how the youngest children learn when they are left to their spontaneous nature. These ‘prepared environments' provided embodied experiences which could then be looked at through a Montessori lens in the afternoon group time. After two years of this daily practicum and theory her students were awarded a birth-to-three Montessori diploma. Those attending the Assistants to Infancy Montessori School spent these afternoons in “class”, but Adele Costa Gnocchi rarely lectured. She didn’t believe that that was how people best learned. Rather her technique was Socratic. She asked questions and presented ideas that were to be explored and measured up against one’s own experiences.
Her students were encouraged to come to conclusions based on what they were seeing every morning in the field. In order to understand what the children’s behaviors were teaching them about the 0-3 age group they discussed the observations as a study group. Only then were they prepared to discuss how Montessori’s theory and pedagogy related to what they were experiencing in their internships.
Maria Montessori felt strongly that people could not teach each other anything, and each person’s very own experiences were the primary source of their learning. “We cannot create observers, saying to the children, ‘observe!’ rather we must give them the power and the ability to make their observations, and this ability is acquired by the education of the senses”, (La scoperta del bambino p.185.) And so we too will be learning by using our own senses, engaging in observations and discussions. Materials are provided to provoke your curiosity to learn more and perhaps will evoke strong reactions, doubts or questioning. The presentations, readings, observations and audios represent a “prepared environment” where you can, at your own pace, find what you need to stimulate your senses.
1909 Montessori Course participants - Adele Costa Gnocchi is in the second row
The first topic- the spiritual embryo is about Maria Montessori and how she regarded the development of the spiritual embryo as the most significant phase of a person’s whole life. Anyone who comes into contact with the newborn and the child in the early years might be seen as being part of the “womb” that holds this embryo because of being in his or her environment. This means that those who touch the life of the smallest children have a great responsibility to them.
The second topic - preparing the observation environment is about how we can create 'a sense of place and belonging'. How do we enter a new experience, how do we receive others? How do we connect, crossing over a bridge to meet them where they are, and how do we offer ourselves as an observation environment? How can we witness feelings and thoughts? What does it mean to hold space, coming from the heart and how do we prepare ourselves for that? The themes are: connection, authentic relationships and being truly present for others: a pregnant mother-to-be, a newborn just coming into the world, a new father, but in reality, for anyone, including the relationship to oneself. How do we listen with all of our senses?
The third topic - pioneers of birth and birthing is about weaving together the lifework of pioneers in the field. Maria Montessori (1870-1952), Adele Costa Gnocchi (1883-1967), Frederik Leboyer (1918-2017), Michel Odent (b. 1930), Nils Bergman (b. 1955). What do these pioneers on birth say about what makes a positive experience for mothers and babies, and for society? What are their stories, backgrounds, and legacies?
The fourth topic- the basic needs of a woman in labor and a newborn is about what newborns and their mothers need. Montessori was talking about this as early as 1923. She described the environment in which mammals in nature give birth and how instincts guide a mother to protect her child from early experiences that could be harmful by remaining isolated and protected for both the birth and for a period of time after before rejoining the group. Today, Michel Odent talks about how important it is for humans to remember that we are mammals. He packs his arguments with science but also his own experience of more than 60 years working with birth.
The fifth topic- Newborn Behavioral Observations is about looking at Berry Brazelton’s legacy as a pediatrician: his Newborn Behavioral Assessment Scale for medical practitioners and the simplified version of Newborn Behavioral Observations (NBO) for parents and professionals who work with new parents. “A baby’s behavior is his language ... and you can trust that language” means that becoming fluent in the language of behavior, gestures, movements (not just the different cries) because this allows us to understand the earliest non-verbal communications.
The sixth topic- the neuroscience of connection is about looking at the science of attachment. Attachment to life is what we hope for each person and the power of connection is the force behind it. Birth trauma, separation trauma, medicalization trauma, and insecure attachment trauma can be overcome and healed. This may be the first step in ‘normalization’ - feeling loved and finding secure attachment. Neuroscience and attachment theory can now explain what happens in the brain as it develops, and what is needed for the child to develop secure attachment to mother, to family, to life.
The final project workshop is an opportunity for sharing ideas that can be taken out into the world.
The second topic - preparing the observation environment is about how we can create 'a sense of place and belonging'. How do we enter a new experience, how do we receive others? How do we connect, crossing over a bridge to meet them where they are, and how do we offer ourselves as an observation environment? How can we witness feelings and thoughts? What does it mean to hold space, coming from the heart and how do we prepare ourselves for that? The themes are: connection, authentic relationships and being truly present for others: a pregnant mother-to-be, a newborn just coming into the world, a new father, but in reality, for anyone, including the relationship to oneself. How do we listen with all of our senses?
The third topic - pioneers of birth and birthing is about weaving together the lifework of pioneers in the field. Maria Montessori (1870-1952), Adele Costa Gnocchi (1883-1967), Frederik Leboyer (1918-2017), Michel Odent (b. 1930), Nils Bergman (b. 1955). What do these pioneers on birth say about what makes a positive experience for mothers and babies, and for society? What are their stories, backgrounds, and legacies?
The fourth topic- the basic needs of a woman in labor and a newborn is about what newborns and their mothers need. Montessori was talking about this as early as 1923. She described the environment in which mammals in nature give birth and how instincts guide a mother to protect her child from early experiences that could be harmful by remaining isolated and protected for both the birth and for a period of time after before rejoining the group. Today, Michel Odent talks about how important it is for humans to remember that we are mammals. He packs his arguments with science but also his own experience of more than 60 years working with birth.
The fifth topic- Newborn Behavioral Observations is about looking at Berry Brazelton’s legacy as a pediatrician: his Newborn Behavioral Assessment Scale for medical practitioners and the simplified version of Newborn Behavioral Observations (NBO) for parents and professionals who work with new parents. “A baby’s behavior is his language ... and you can trust that language” means that becoming fluent in the language of behavior, gestures, movements (not just the different cries) because this allows us to understand the earliest non-verbal communications.
The sixth topic- the neuroscience of connection is about looking at the science of attachment. Attachment to life is what we hope for each person and the power of connection is the force behind it. Birth trauma, separation trauma, medicalization trauma, and insecure attachment trauma can be overcome and healed. This may be the first step in ‘normalization’ - feeling loved and finding secure attachment. Neuroscience and attachment theory can now explain what happens in the brain as it develops, and what is needed for the child to develop secure attachment to mother, to family, to life.
The final project workshop is an opportunity for sharing ideas that can be taken out into the world.
Karin Slabaugh is an early childhood educator who now works with families and newborns. She has been researching the origins of the Montessori birth to three movement in Italy since 2010 and has studied with the first generation of Assistants to Infancy who specialised in the care of the newborn.
Ruth Ehrhardt is trained as a Certified Professional Midwife and practices as a traditional birth attendant in Cape Town, South Africa. She has studied midwifery with Ina May Gaskin and Paramanadoula work with Michel Odent and teaches the Art of Presence and Holding Space. She will share how to shift our 'thinking' so it is from a Heart Space.
Ruth Ehrhardt is trained as a Certified Professional Midwife and practices as a traditional birth attendant in Cape Town, South Africa. She has studied midwifery with Ina May Gaskin and Paramanadoula work with Michel Odent and teaches the Art of Presence and Holding Space. She will share how to shift our 'thinking' so it is from a Heart Space.
Registration open September 1, 2022
Course Registration - not available yet
For more information about Ruth visit
www.truemidwifery.com
$250 USD - online course
$400 USD - online course and workshop
Please send an email if you have any questions
e-mail: info@montessori-for-life.org
Course Registration - not available yet
For more information about Ruth visit
www.truemidwifery.com
$250 USD - online course
$400 USD - online course and workshop
Please send an email if you have any questions
e-mail: info@montessori-for-life.org