Magda Gerber, Seeing Babies with New Eyes
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 The Best Toys for Babies Don't Do Anything

10/8/2013

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Dear Magda,

I am a new grandmother, and of course want only the best for my adorable new granddaughter. She already has 3 mobiles, 2 cradle gyms, 2 busy boxes and untold numbers of stuffed animals. What toys do you recommend I buy her? I have heard you say that babies like plastic margarine dishes, but Magda, this is my first grandchild! I want to get her something really nice! New Grandma 


Dear Magda,

I have been in the field of early childhood development for many years and I recently visited the RIE Center for the first time. I was very surprised. I went expecting to see the latest in infant toys and materials. Instead, what I saw in the babies' play room, neatly arrayed on low shelves were empty plastic soda bottles, aluminum plates, plastic strainers and other things that most people wouldn't consider toys. In fact most people wouldn't even bother saving many of those things. Would you please explain the reasons for your choices of baby toys? Confused Professional 


Dear Grandma and Professional, (and all Parents),

I hear you both responding to today's frantic sales pitches for "new and better toys" for "new and better babies". I would like very much to give you my ideas on babies' toys, both what I recommend, and what I do not recommend.

First, I would like to say that rather than "toys", I prefer to call them play objects. We say that a baby is playing when she is manipulating an object (even if it is her own hand), so in fact any object a baby would choose to manipulate would be a play object.

As for my recommendations, the most important consideration is safety. Any play object must be safe for the infant who will use it.

This means a play object must be too big to be swallowed. A play object must not have removable parts. The eyes and ears of many teddy bears have ended up in babies' stomachs and, if they are lucky, in their stools. The peas and dried beans that some stuffed animals are filled with can escape through tiny holes in the seams. What a baby will typically do with these small, round objects is push them into his nose. The mucous inside the baby's nose will cause the bean to swell, and a doctor's help will be required to remove it.

The small objects that older children play with (construction toys such as Lego, tiny people and animals, etc.) are dangerous for infants and must be kept away from them. There is a size tester marketed for adults to use if they are in doubt about the swallowability of a toy. It is available through educational supply houses and some big toys stores, and might be useful for you.

Other elements of safety include checking a play object for sharp edges, breakability and anything that might cause suffocation. I would never give a baby a balloon for several reasons. For one thing, it might burst and frighten him, but more importantly he might put a popped or unblown balloon into his mouth, get it caught in his throat, and asphyxiate. For a similar reason I would not give an infant a silk or nylon scarf: babies tend to jam things into their mouths, and a fine scarf could cause a baby to choke.

I would also not give an infant any toy with liquid inside, such as those hour glass rattles with little beads floating in clear fluid. There is always the possibility of the rattle breaking, the beads spilling out, and since babies explore the world largely with their mouths, those beads will end up inside the baby.


Some of the loveliest toys to look at are ones I would not choose for use with groups of babies: those made of heavy wood. In a group situation a heavy wooden object may easily become a flying missile and may injure another child. However, for a single child at home, some wooden toys can be very nice. 

I also do not like to see infants playing with objects that have long strings attached, such as pull toys for beginning walkers. The strings can too easily be wrapped around an infant's neck during normal play. (It is partly for these reasons that I do not recommend having infants and toddlers in the same group. Appropriate play objects and styles for toddlers can create an unsafe environment for smaller children.)

Now on to what I do recommend. In general, play objects for babies should be simple, sturdy and cleanable. In a baby's play space at home or in a group care setting there should be a variety of sizes, shapes and weights represented (but none so heavy that a baby would be injured if it fell on her). Most importantly, play objects for infants need to be those which the infant can look at, touch, grasp, hold, mouth, and manipulate endlessly, never repeating the same experience. It is easy to find such objects in your own kitchen or in a dime store.

If you have observed very young babies you know how much they like to hold on to their blankets, clothing, or diapers. I consider the best first "toy" a scarf about 18 inches square made of sturdy cotton or linen and hemmed all around. You can buy or sew several in different colors and patterns. Hold the scarf in the middle and arrange it to form a peak. Place it at an angle where the infant can look at it, reach out for it, touch it, and eventually grab it. You will be amazed at how many different ways and for how long even a very young baby will manipulate such a scarf.

It is true that at the RIE Center we have many plastic and aluminum containers for the babies to manipulate. Cups, bowls, colanders, dishpans, baskets, and camping mess kits in many sizes, shapes and colors provide children with many hours of activity during their first two years of life. Containers offer opportunities for babies to explore many notions, including in and out while the child remains in control of the activity and the object. This builds feelings of competence and confidence along with the concrete information gathered.

You can raid your own kitchen for these wonderful play objects, if you want to. Collect a variety of colorful, sturdy plastic containers. Make sure some will nest inside others, and that some will stack. Check to find some that make interesting noises when tapped against each other or the floor. Infants also enjoy holding things with holes in them, such as plastic bread baskets. Plastic, one-piece ice cube trays are a favorite, too. For more variety, include some light, shiny metal plates or pans (but watch for sharp handles).

For all infants, I recommend balls, balls, balls: big ones, small ones, plastic whiffle-type ones with holes. I like beach balls blown up to different degrees of firmness, so it is easy for little fingers to grab and lift them. Rubber balls are fine, but not those made of nerf-type foam, as infants could bite and eat pieces. Inflatable water toys, especially beach rings offer many different kinds of experiences for infants, all on dry land, of course. 

All sizes of plastic bottles, thoroughly cleaned, are safe, easy for babies to manipulate and safely poke their fingers into. They also make very interesting noises when they fall over or bump another object. The 2 liter size soda bottles are among the best of this type.

Plastic chains are always fascinating to infants.

Those well-known oldies, large sized pop beads are still favorites, as well as newer types. Make sure, though, that if the chains are flexible, they are not long enough to tangle around a baby's neck or limbs. (This is not a concern with pop type beads because the chain is not very bendable.)

As a baby becomes older and more mobile, boxes of all types are excellent play objects. Large boxes can be crawled on, in or through, smaller ones can become containers for other play objects. Boxes can become towers, tunnels, walls, vehicles. Of course, the same criteria of safety and sturdiness hold for boxes as for other play objects.


Dear Grandma, if you still feel you want to buy something special for that wonderful grandchild, here are some suggestions for play objects that she will use more as she becomes a little older. As I mentioned, wooden toys are fine for one child to use at home. Many toy stores carry beautiful wooden blocks and lovely wooden puzzles of simple shapes with knobs for little fingers to lift each piece. Some Montessori materials such as wooden cylinder sets in their own trays make fine gifts. And of course it is a grandparent's prerogative to give a favorite doll to any grandchild. (Naturally a favorite doll would be a safe doll, with no small, removable parts.)

What do all of these recommended play objects have in common? None do anything. They will only respond when the infant activates them. In other words our active infant manipulates passive objects. In contrast, entertaining kinds of toys, such as mobiles or later on, windup toys, cause a passive infant to watch an active toy. This trains the child to expect to be amused and entertained, and sets the scene for later TV watching.

The best materials for infants need not be fancy, but neither are they limited to castoffs. The best play objects for babies are those which allow them to be as active .and competent as possible at every stage of development.


Magda 


©Magda Gerber, Originally Published in Educaring, Spring 1986 

Photo Credits:Christina Kessler, RIE Practicum Student, recently visited the RIE Center in Los Angeles, CA, and took these gorgeous photos of the play environment and play objects, which she generously agreed to allow us to share here. Enjoy! 

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Baby Play

9/26/2013

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Dear Magda,     

I know that you advocate allowing babies to develop on their own, at their own pace, but I have a question about play. Wouldn't it be better for me to play with my two-month-old daughter, Anita, and show her how to use the toys we have chosen for her rather than just to wait for her to notice them? Won't she become bored? Doesn't she need some help in learning how to get the full benefit from the wonderful educational toys available for infants now? How can an infant learn to play if the adults around her don't play with her and show her how to play?  
Concerned Parent  


Dear Parent,   

Many people believe that what we do not teach, children do not learn. If however, you develop the art and skill of observing your baby, you will see that each and every experience day in and day out is a learning experience for her.    

Anita senses differences of feelings: hunger or satiation, pain or comfort, sleepiness, drowsiness or wakefulness. Things (her hands, for instance) move in and out of her  vision, her mouth finds a hand and sucks on it, a particular voice and face (yours) becomes more familiar and brings relief. All these are most meaningful and useful pieces of learning for a baby.    

Babies may learn several things through one action. The sensation of finding her thumb can be called eye-hand-mouth coordination and also considered the forerunner of play. When Anita looks at an object, reaches for it, and eventually grasps and moves it, she manipulates, she interacts with the world and makes things happen. Again this is the beginning of play.    

As we observe infants, it almost looks as if they are working rather than playing; they are fully involved, absorbed in what they are doing. If we continue to watch the play of a growing child, we can witness that, while playing, children work through conflicts with objects, other children, and adults. Play provides an outlet for curiosity, information about the physical world, a safe way to deal with anxiety and social relationships. In the long run, play serves children's inner needs, hopes, and aspirations.    

Children accomplish mastery by endless repetitions, continuing the same activity over and over again, long after the adults nearby have lost interest. When Anita repeats an action many, many times, she is not bored. Rather she is learning thoroughly about that action, making it a part of herself and her world. When she has learned it to her own satisfaction, she will move on to a new activity.     

Contrary to grown-ups' expectations, children usually do not get overly frustrated by struggles involved during play. When a toy gets caught, or a ball rolls away, they may even enjoy the situation, and certainly learn from it—if an adult does not solve the problem for them. To a degree, the child's response to potential frustrations is dictated by the adult's reaction. Even a very young child will look around to check out the adult's reaction when one of these puzzling, unexpected events occurs. A calm, observant comment, such as "Oh, the ball rolled away," will allow Anita to retain her role as initiator in her play, and to choose how to handle the situation.     

I hope I have convinced you of the importance and benefits of play. But your question was whether and how to teach your baby how to play.     

Don't worry and don't teach. Free play is inner-directed and self-initiated.    

What Anita does need is a safe environment in which she can freely move around as her growing motor skills will let her. For now, a play pen will do. Just before she starts rolling and crawling, you must child-proof a room and use a gate to prevent her from going into unsafe territory. (Parents often react negatively when I suggest using gates in the home to create boundaries for their infants. But how much better it is, in my opinion, to create a truly safe place for Anita, with a secure gate to divide it from the rest of the house, than to keep her safe by either strapping her into a swing, infant seat, etc., or constantly following her around restraining her from household hazards.)    

Within her safe space, place a few simple objects near enough for her to be able to reach.    

As a first toy I recommend a scarf about 18 inches square, made of strong, colorful cotton. (Silk or nylon is dangerous, as is a scarf too small, because babies like to stuff them in their mouths.) Hold the scarf in the middle and place it to make a peak. This will provide an interesting visual target. The reason I prefer the scarf over the famous mobiles is that when Anita is ready she will be able to grasp and manipulate this material in endless ways, always having new sights and feelings: pulling it over, then off, her face; chewing on it, lying on it, not being able to pull it out from under her own body; or later, tugging it back and forth with another infant.    

You can find many good toys in your kitchen such as plastic cups, containers, baskets, colanders etc. Buy a few whiffle balls (plastic balls with holes in them). Babies love to put their fingers into the holes and move them around. Also buy many other balls of different sizes. Beach balls should be inflated to different consistencies; when they are very soft, babies can grasp and manipulate them easily.    

When you buy toys, choose safe, simple and easily washable ones. I dislike toys labeled "educational," especially for the first year of life. I also dislike toys (such as wind-up or battery-operated items) which entertain a passive child, and prepare a future television watcher.    

Simple objects that Anita can manipulate in any way she chooses, not needing adult help or supervision, are the best toys and learning tools.    

So do not teach Anita how to play, but teach her the "house rules." If you are available when help is needed, show genuine interest and joy while watching her play, Anita will play, enjoy it and learn from it.  
Magda                                                                                     

©Magda Gerber, Originally published in Educaring Vol VI No 3 Summer 1985

"Don't worry and don't teach. Free play is inner-directed and self-initiated."   
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Photo Credits: David Vigliotti, MMP and Little Learners Lodge 
Comments

Baby Classes- The Swim Issue

7/16/2013

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Dear Magda, 
                         
I heard you speak at a conference recently. If I understood you correctly, you believe that infants from a very early age are very active, move a lot and do not need to be exercised. How do you feel about special classes for babies, such as "Baby Swim", "Baby Dance", "Baby Gym", and "Baby Dynamics"? Almost all my friends take their babies to such classes and seem to enjoy them very much. 



Dear Parent, 

You understand me well, but I also know how pressured parents are by all the magazines, the media and by other parents to do something to stimulate learning in their infants. Your question reminds me of a lovely mother who came to my class recently and who has attended several baby stimulation classes, but continues to question if her baby needs it or if she needs it and if it's okay. Of course, things are not that simple. We have to ask what is there for the parent and what is there for the baby in these classes. It is true that sensory motor development happens as the first stage of the intellectual learning of babies. In many cultures, people have been led to think that unless infants are taught they don't learn. Under the guise of teaching has come tight swaddling, being tied to boards, being carried in slings and pouches, placed in infant seats, jumpers or walkers, being immobilized as well as exercised.

The fact that all "normal" children learn to walk clearly shows their amazing resilience. There is evidence, however, that gross motor development happens naturally when an infant has plenty of space to move in a safe, age-appropriate and challenging environment. Nowadays, people find it hard to believe that this uninterrupted absorption is leading to learning.

However, if you watch babies who are allowed to move freely and without interference you will see that they learn to move gracefully and securely and, through endless repetition and practice, they become well-balanced. These kinds of sensory experiences are learning, and are a great pleasure for a parent to watch! A father who once asked me whether he should exercise his baby or take him to a gym class was intrigued when I suggested that he imitate all his baby's movements for about one hour and decide then if his baby needed an additional workout. 



After the recent conference, Dr. Pikler and I visited one of those "Baby Swim" classes. There were about  fifteen mothers and a few fathers there with babies from four to eight months. Although the instructor explained that the purpose of the class was not to teach the infants how to swim, but simply to help them learn to enjoy the water, and reminded the parents not to force their babies, he proceeded to instruct with, "Now jump up. Take them under the water. Make the baby kick." The speed, the excitement, the up and down, didn't take into account the babies' or parents' timing. To me it felt like an army drill. It made me increasingly uncomfortable to see the delighted smiles of the parents. For them, the excitement and fun seemed contagious. The babies, however, looked scared and surprised. Some were bewildered. At times a few cried. Yet the parents kept saying, "Isn't it fun?" Only one mother, of an apparently exhausted baby, said, "I think that is enough for you," and picked the baby up and rested her on the side of the pool. 

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All these parents were loving, caring people. Yet they listened to the instructor and reinforced each other with, "Aren't the babies having fun?" They neither looked at the babies' faces nor seemed to see or read their children's feelings. What did these babies really learn or experience? The parents enjoyed being together and needed to reinforce each other in their belief that they were doing the right thing for their infants. They wanted to believe that their babies were learning. They needed to feel confident. My advice is, to gain confidence, look at your baby. Respond to your baby. Enjoy what your baby is doing right now. If you want to give your infant a positive experience, take the clues from your own observations. While these classes offer support and companionship to parents, the babies, in order to attend these classes, must be interrupted from their natural rhythms of sleep and play, then restricted in infant seats while in the car. They are exposed to a barrage of people and activities and expected to conform to an externally imposed curriculum. I recommend that parents form small groups in which their babies are the "actors'' and "script-writers." The parents can then watch, learn, and enjoy. 

© Magda Gerber, Originally published in Educaring, Vol III No 1 Winter 1981

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