“The greatness of the human personality begins at the hour of birth.” Maria Montessori (1873-1952)
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 attendants.
The intention of this offering is to explore the basic needs of newborns. When a baby elephant is born the entire herd slows down to the pace of the baby elephant. As the baby learns to walk the herd will slowly pick up the pace alongside the baby until the baby is able to match the pace of the adults.
This course is an opportunity to slow down, become more attuned with ourselves and as a result become more aligned with the basic needs of the newborn.
The intention of this offering is to explore the basic needs of newborns. When a baby elephant is born the entire herd slows down to the pace of the baby elephant. As the baby learns to walk the herd will slowly pick up the pace alongside the baby until the baby is able to match the pace of the adults.
This course is an opportunity to slow down, become more attuned with ourselves and as a result become more aligned with the basic needs of the newborn.
- 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?
"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)
Registration opens September 6, 2022
click here for Course Registration
$250 USD - online course self study
$400 USD - online course + 8 workshops
Please send an email if you have any questions
e-mail: info@montessori-for-life.org
click here for Course Registration
$250 USD - online course self study
$400 USD - online course + 8 workshops
Please send an email if you have any questions
e-mail: info@montessori-for-life.org
There are two options for this 6 month course:
- Those who choose the 6 month online course self study will learn at their own pace in the prepared environment for adults. This environment continues to grow as a new module is released every three weeks. The last month of this course is purely for continued exploration in the prepared environment. This option is available for you to begin at any time and does NOT follow the workshop schedule below.
- Those who take both the 6 month online course + 8 workshops will be attending live video workshop sessions which are limited to 20 participants. The workshop follows the same online content, format and materials as the course description given above. In the one hour and a half workshop sessions participants will be learning more deeply about the environment inside themselves that promotes observation and sharing, listening and thinking.
September to March workshop dates (9:30 a.m. GMT +2)
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
21 March
Closing of the Environment
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
21 March
Closing of the Environment
January to July workshop dates (7:00 p.m. GMT +2)
10 January, 2023
Introduction and Orientation
31 January
The Spiritual Embryo
21 February
Preparing the Observation Environment
14 March
Pioneers in Birth and Birthing
4 April
The Basic Needs of a Woman in Labor and Newborn Child
25 April
Newborn Behavioral Observation
16 May
The Neuroscience of Connection
6 June
Final Projects
4 July
Closing of the Environment
10 January, 2023
Introduction and Orientation
31 January
The Spiritual Embryo
21 February
Preparing the Observation Environment
14 March
Pioneers in Birth and Birthing
4 April
The Basic Needs of a Woman in Labor and Newborn Child
25 April
Newborn Behavioral Observation
16 May
The Neuroscience of Connection
6 June
Final Projects
4 July
Closing of the Environment
The Basic Needs of Babies: Learning to listen to newborns
We will explore what the pioneers of birth and birthing teach, 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 will delve deep into the sensitivity of babies at the beginning of life. We will look at this second embryonic stage and explore why it needs a womb during its development. We will look at how the newborn develops a capacity to process stimuli and how a newborn communicates using behaviors. We will investigate neuro co-regulation and explore why it is critical in developing self-regulation.
We are facing a developmental crisis that affects all of humanity. Not only is our home, the Earth, is at risk, but humans are at risk of the effects of "developmental trauma". The only way out of this crisis is through changing how we treat all life, especially how we treat pregnant women, newborns and their families. We have to develop the capacity to listen to them and support them based on nature's laws. We can do this by promoting feelings of safety for both mothers and newborns and by confronting and helping them overcome their fears, as they arise. We can no longer care for birth and the beginning of life with the methods of the past, ones that cause a reaction of fear and trauma in the most sensitive people. How we handle a pregnant woman, a birthing women, and especially the newborn person leaves its mark. It is of vital importance for the future of society to respect the basic needs of human life during the most fragile times.
We will explore what the pioneers of birth and birthing teach, 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 will delve deep into the sensitivity of babies at the beginning of life. We will look at this second embryonic stage and explore why it needs a womb during its development. We will look at how the newborn develops a capacity to process stimuli and how a newborn communicates using behaviors. We will investigate neuro co-regulation and explore why it is critical in developing self-regulation.
We are facing a developmental crisis that affects all of humanity. Not only is our home, the Earth, is at risk, but humans are at risk of the effects of "developmental trauma". The only way out of this crisis is through changing how we treat all life, especially how we treat pregnant women, newborns and their families. We have to develop the capacity to listen to them and support them based on nature's laws. We can do this by promoting feelings of safety for both mothers and newborns and by confronting and helping them overcome their fears, as they arise. We can no longer care for birth and the beginning of life with the methods of the past, ones that cause a reaction of fear and trauma in the most sensitive people. How we handle a pregnant woman, a birthing women, and especially the newborn person leaves its mark. It is of vital importance for the future of society to respect the basic needs of human life during the most fragile times.
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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)
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"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 did not teach each other, 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 did not teach each other, 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 for their development.
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 (NBAS) for medical practitioners and the simplified version of Newborn Behavioral Observations (NBO) for 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) 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... all of these 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, and to life.
The final project - culminating the work we have done over the last six months and germinating 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 (NBAS) for medical practitioners and the simplified version of Newborn Behavioral Observations (NBO) for 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) 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... all of these 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, and to life.
The final project - culminating the work we have done over the last six months and germinating 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 through the US and registered and has worked as a traditional birth attendant in South Africa. She is the mother of four children who were Montessori Home schooled. She 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 through the US and registered and has worked as a traditional birth attendant in South Africa. She is the mother of four children who were Montessori Home schooled. She 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.