“Is RIE backed by scientific research?”
It’s a question that comes up every once in a while among parents who use the Resources for Infant Educarers (RIE) approach to raising their children, and then they all (virtually) look at each other kind of uneasily because no study has ever shown that children raised using RIE methods have any better outcomes than children who aren’t.
Given how much I focus on scientific research, you would think that I would have determined my overall approach to parenting through extensive reading of the literature – but actually I discovered RIE even before I started looking at research and I latched onto it because parenting in a respectful way just felt right. I knew that love was necessary but not the only tool I would to discipline (used in its original sense, meaning “to teach”) my daughter about how to live in our family. I knew immediately that
respect was the tool I sought.
But it always niggled at me (and these other parents): Is RIE backed in any way by science? Naturally, I could find no expert who could speak to this. So I recruited the assistance of a fellow RIE-practicing parent to help us think through RIE’s basic principles, and whether (or not!) the research backs these up.
If you’re new to RIE, you might want to listen to this introductory episode on
What is RIE first, so you’ll have the background you need. I actually recorded this Science of RIE episode first so it does have a very brief introduction to RIE, but then I realized it really wasn’t sufficient so I recorded the extra episode.
Have questions about RIE? Want to continue the conversation? Come on over to the
Your Parenting Mojo Facebook group and ask away, or join the
Toasted RIE group which I help to moderate!
References
Beatty, T., Stranger, C., & Beatty, N. (1984). “Seeing infants” with new eyes. NAEYC (Series) #852. DVD.
Bonawitz, E., Shafto, P., Gweon, H., Goodman, N.D., Spelke, E., & Schultz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition 120(3), 322-330. Full article available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3369499/pdf/nihms378662.pdf
Churchill, S.L., & Stoneman, Z. (2004). Correlates of family routines in Head Start families. Early Childhood Research & Practice 6(1). Full article available at: http://ecrp.uiuc.edu/v6n1/churchill.html
Cohen, N.J., Muir, E., Lojkasek, M., Muir, R., Parker, C.J., Barwick, M., & Brown, M. (1999) Watch, wait, and wonder: Testing the effectiveness of a new approach to mother-infant psychotherapy. Infant Mental Health Journal 20(4), 429-451.
Cook, P.R. (2016). The pedagogy in the methodology of three early learning philosophies. In P.R. Cook (Ed.), Guide to early childhood education: Development – design – diversity (pp.23-50). Newcastle, U.K.: Cambridge Scholars Publishing.
Fiese, B.H., Tomcho, T.J., Douglas, M., Josephs, K., Poltrock, S., & Baker, T. (2002). A review of 50 years of research on naturally occurring family routines and rituals: Cause for celebration? Journal of Family Psychology 16(4), 381-390.
Fiese, B.H., Foley, K.P., & Spagnola, M. (2006). Routine and ritual elements in family mealtimes: Contexts for child well-being and family identity. New Directions for Child and Adolescent Development 111, 67-89.
A. Gopnik, A.N. Meltzoff, & P.K. Kuhl (1999). The scientist in the crib: Minds, brains and how children learn. New York: Harper Collins. Also published as How babies think. London: The Bodley Head.
Koestner, R., Ryan, R.M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: the differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality 52(3) 233-248
Levin, D.E., & Rosenquest, B. (2001). The increasing role of electronic toys in the lives of infants and toddlers: Should we be concerned? Contemporary Issues in Early Childhood 2(2), 242-247.
Mooney, C.G. (2010). Theories of attachment: An introduction to Bowlby, Ainsworth, Gerber, Brazelton, Kennell & Klaus. St. Paul, MN: Redleaf Press.
Owen, S., & Petire, S. (2006). “Observe more…do less’: The approaches of Magda Gerber to parent education. In L. Abbott & A. Langston (Eds.), Parents matter: Supporting the birth to three matters framework (pp.127-137). Maidenhead, U.K.: McGraw Hill.
Parpal, M., & Maccoby, E. (1985) Maternal responsiveness and subsequent child compliance. Child Development 56, 1326-1334.
Pikler, E. (1968). Some contributions to the study of the gross motor development of children. The Journal of Genetic Psychology 113, 27-39.
Sahiner, N.C., & Bal, M.D. (2015). The effects of three different distraction methods on pain and anxiety in children. Journal of Child Health Care 1-9.
Smith, P.B., & Pederson, D.R. (1988). Maternal sensitivity and patterns of infant-mother attachment. Child Development 59(4), 1097-1101.
Sosa A.V. (2016). Association of the type of toy used during play with the quantity and quality of parent-infant communication. JAMA Pediatrics 170(2), 132-137.
Sparks, L. (2001). Taking the “ouch” out of injections for children: Using distraction to decrease pain. The American Journal of Maternal/Child Nursing: 26(2), 72-78.
Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2014). Which toys promote high-quality play? Reflections on the five-year anniversary of the TIMPANI study. Young Children 69(20, 40-46.
Wu, R., Gopnik, A., & Richardson, D. (2010). Social cues support learning about objects from statistics in infancy. Proceedings of the Annual Meeting of the Cognitive Science Society 32, 1228-1233.
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