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Curiosity is not fragile. It is powerful, persistent, and present from birth. What often changes is not the child, but t...
23/12/2025

Curiosity is not fragile. It is powerful, persistent, and present from birth. What often changes is not the child, but the pace, pressure, and expectations placed around them.

In the early years, children explore through movement, repetition, observation, and play. They ask questions with their bodies long before they use words. When we hurry them towards outcomes, correct their process, or interrupt their exploration, curiosity does not disappear, it simply goes quiet.

RIE reminds us that learning is not something we deliver. It is something children do when they feel safe, unhurried, and trusted. Our role is to protect the conditions that allow curiosity to stay alive.

Key Insights:
→ Curiosity is innate and present from birth.
→ Rushing, over-instructing, and constant adult direction suppress exploration.
→ Play, movement, and repetition are how young children investigate the world.
→ Responsive, respectful caregiving preserves a child’s natural drive to learn.
→ When curiosity is protected, learning remains joyful and self-driven.

Stay tuned for the conversation, offering meaningful insight into how early relationships and environments support children in growing into their most authentic selves and shaping their future.
Subscribe for more such conversations.
https://www.youtube.com/

Source: Pallavi (Conversation); Magda Ge**er, Resources for Infant Educarers (RIE®️); Deborah (Debbie) Bergstrom, RIE®️ Practice; Harvard Center on the Developing Child; UNICEF – Responsive Caregiving; WHO – Nurturing Care Framework (2018)

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

22/12/2025

“My responsibility is to set the environment for the child to learn.”
— Deborah (Debbie) Bergstrom
RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe 

Debbie reminds us that learning does not come from placing ideas into children’s minds, but from creating environments that invite thinking. When we keep materials open, visible, and not pre-decided by adult agendas, children begin to notice relationships on their own. A child may see Play dough, then notice a bucket of tools nearby, and start making connections without being told what belongs together. This is how curiosity unfolds.

RIE teaches that the adult’s role is to prepare the space and trust the child’s capacity to explore. When environments are thoughtfully set and adults step back from directing outcomes, children engage in deeper problem-solving, comparison, and experimentation. They learn by observing, wondering, and testing ideas, much like they notice animals using tools to solve challenges in the world around them. The environment becomes the teacher, and the child becomes the active learner.

Key Insights:
→ The adult prepares the environment, not the outcome.
→ Open-ended spaces invite children to notice, compare, and connect ideas independently.
→ Learning emerges through exploration, not explanation.
→ Trust in the child supports curiosity, flexibility, and problem-solving.
→ The environment communicates respect for the child’s thinking.

Follow and subscribe to continue exploring thoughtful, research-led conversations on early childhood, learning, and development.
https://www.youtube.com/

Source:
Deborah (Debbie) Bergstrom, RIE®️
Resources for Infant Educarers (RIE®️) – Principles of the Prepared Environment and Trust in the Child 

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, Free Play, Child-led learning, Self Guided Learning, Emotional Regulation]

“If research, if our own work with children tells us time and again that care is the curriculum, then why is it so diffi...
17/12/2025

“If research, if our own work with children tells us time and again that care is the curriculum, then why is it so difficult for this to happen in our classrooms? When they feel safe and connected in our relationship as educators or parents with them, the learning comes so easily. But the moment they do not feel that connect, the child is just in survival mode. And that’s when learning really becomes difficult.”
— Deborah (Debbie) Bergstrom
RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe

Care is not something that happens alongside learning. It is the medium through which learning happens. Every moment of feeding, comforting, waiting, and responding shapes how children build trust, regulate emotions, develop confidence, and engage with the world. When care is intentional and respectful, it becomes the child’s first and most powerful curriculum.

Key Insights:
→ Daily caregiving moments are primary learning experiences in early childhood.
→ Predictable, responsive care builds emotional security and self-regulation.
→ Warm, attuned interactions strengthen attachment and trust.
→ Respect for a child’s pace supports autonomy and confidence.
→ The quality of care directly shapes the quality of learning.

Stay tuned for the conversation, offering meaningful insight into how early relationships and environments support children in growing into their most authentic selves and shaping their future:
https://www.youtube.com/

Source: Deborah (Debbie) Bergstrom, RIE®️; Magda Ge**er – Resources for Infant Educarers (RIE®️); Harvard Center on the Developing Child; UNICEF – Responsive Caregiving; WHO – Nurturing Care Framework (2018)

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

16/12/2025

“Sometimes just sitting, being with the children is so important.”
— Deborah (Debbie) Bergstrom

RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe

Debbie reminds us that children do not always need adult explanations, instructions, or solutions. In moments of play, uncertainty, or emotional processing, what children often need most is a steady, available adult who chooses to stay close without taking over. When we allow children to remain uninterrupted in what they are doing, we give them space to process their experience, seek connection when needed, and complete their own emotional journey. RIE teaches that learning and regulation are not driven by adult direction, but by trust, time, and the safety of knowing someone is there.

Key Insights:
→ Being present matters more than explaining or instructing.
→ Children process experiences best when not interrupted.
→ Quiet companionship supports regulation and self-soothing.
→ Trust grows when adults resist the urge to take control.
→ Learning unfolds when children are allowed to stay with their process.

Follow and subscribe to continue exploring thoughtful, research-led conversations on early childhood, learning, and development.
https://www.youtube.com/

Source:
Deborah (Debbie) Bergstrom, RIE®️
Resources for Infant Educarers (RIE®️)

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]




“They have such an amazing ability to want to learn. They have a sense of wonder. I wonder how this works. It is everywh...
12/12/2025

“They have such an amazing ability to want to learn. They have a sense of wonder. I wonder how this works. It is everywhere.”
— Deborah (Debbie) Bergstrom
RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe

Children are born with an innate drive to explore, experiment, and make sense of their world. Curiosity is not something we create, but something we protect through responsive environments and respectful relationships. When curiosity is protected, learning becomes natural and lifelong.

Key Insights:
→ Curiosity is the natural engine that drives early learning.
→ Sensory exploration and movement strengthen both gross motor and fine motor skills alongside cognitive development.
→ Social interaction and relationships shape emotional and communication skills.
→ Responsive caregiving protects and strengthens a child’s desire to learn.
→ Early experiences shape how children approach learning for life.

Follow and subscribe to continue exploring thoughtful, research-led conversations on early childhood, learning, and development.
https://www.youtube.com/

Source: Deborah (Debbie) Bergstrom, RIE®️; Harvard Center on the Developing Child; UNICEF; WHO – Nurturing Care Framework (2018)

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

11/12/2025

“All I want you to do is to be the set maker. You set the stage and let them be the actors and directors.”
— Deborah (Debbie) Bergstrom
RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe

Debbie reminds us that sensitive observation is not passive watching, it is an active, intentional practice of seeking to understand the child. Through observation, we slow down our responses and begin to read a child’s cues, rhythms, interests, and struggles with greater clarity. RIE teaches that when adults observe before acting, they respond with respect rather than control. Children feel seen not managed. The environment becomes the teacher, and the adult becomes the thoughtful guardian of space, time, and trust. In this way, learning unfolds from within the child rather than being imposed from outside.

Key Insights:
→ Sensitive observation allows adults to understand before they intervene.
→ Children reveal their needs, abilities, and interests through uninterrupted play.
→ Trust grows when children feel seen rather than directed.
→ Observation supports autonomy, regulation, and authentic learning.
→ The adult prepares the environment and responds with intention, not urgency.

Follow and subscribe to continue exploring thoughtful, research-led conversations on early childhood, learning, and development.
https://www.youtube.com/

Source:
Deborah (Debbie) Bergstrom, RIE®️
Resources for Infant Educarers (RIE®️) – Principle of Sensitive Observation, Respectful Caregiving, and the Prepared Environment

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]




Tantrums are not disruptions. They are expressions of development.When a child is overwhelmed, what we often see as a “t...
09/12/2025

Tantrums are not disruptions. They are expressions of development.

When a child is overwhelmed, what we often see as a “tantrum” is actually part of a deeper developmental process. Young children do not yet have the capacity to regulate big emotions on their own. They rely on calm, responsive adults to co-regulate with them until self-regulation gradually develops.

What unfolds in these moments is not behaviour to be corrected, but a process to be supported. Every experience of being held emotionally through distress strengthens a child’s ability to manage feelings in the future.

Key Insights:
→ Emotional overload is a normal part of early childhood development.
→ Children require adults to act as external regulators before self-regulation matures.
→ Tantrums are expressions of emotional processing, not misbehaviour.
→ Repeated experiences of responsive care build long-term emotional regulation.

Stay tuned for the conversation, offering meaningful insight into how early relationships and environments support children in growing into their most authentic selves and shaping their future:
https://www.youtube.com/

Source: Deborah (Debbie) Bergstrom, RIE®️ Associate; Magda Ge**er, Resources for Infant Educarers (RIE®️); Harvard Center on the Developing Child; UNICEF – Responsive Caregiving in Early Childhood

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

“I think the best early childhood class is where you walk in as a stranger and no child looks up. It is a clear indicati...
07/12/2025

“I think the best early childhood class is where you walk in as a stranger and no child looks up. It is a clear indication that children are really getting what they want and what they need.”
— Professor Venita Kaul
Professor Emerita (Education), Ambedkar University Delhi
Former Director, School of Education Studies, AUD
Founder-Director, Centre for Early Childhood Education and Development (CECED)
Former Senior Education Specialist, The World Bank

Deep engagement is not accidental. It emerges when children feel safe, trusted, and free to lead their own learning. When no child looks up for approval, it reflects intrinsic motivation, emotional security, and sustained attention. These are the conditions in which meaningful learning unfolds in the early years.

Key Insights:
→ Deep engagement is a sign of emotional safety and predictable environments.
→ Intrinsic motivation grows when children are not driven by adult approval.
→ Play-based, child-led classrooms support sustained attention and self-directed learning.
→ Quiet focus is often the strongest indicator of high-quality early learning environments.

Stay tuned for the conversation, offering meaningful insight into how early relationships and environments support children in growing into their most authentic selves and shaping their future:
https://www.youtube.com/

Source: Professor Venita Kaul; UNICEF & LEGO Foundation (Learning Through Play, 2018); UNESCO ECCE Framework; National Education Policy (NEP) 2020, Government of India

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

06/12/2025

If every child learns differently, why do we teach them the same way?

“How do we set the environment to support him moving to the next developmental step? Babies will get there in their own time. Everybody does not learn the same way.”
— Deborah (Debbie) Bergstrom
RIE®️ Associate, Infant–Toddler Specialist | Early childhood educator with 39+ years of practice across the globe

Debbie reminds us that children do not need to be driven towards learning, they need to be trusted within environments that invite exploration. When we standardise learning and rush development, we interrupt a child’s natural rhythm. RIE reminds us that observation is our primary tool. When we observe instead of control, we begin to truly see how each baby and toddler learns in their own unique way. An open, thoughtfully prepared environment becomes the silent teacher, allowing children to move, explore, struggle, succeed, and grow at their own pace.

Key Insights:
→ Babies and toddlers reach developmental milestones in their own time when not rushed.
→ Standardised approaches overlook individual learning rhythms.
→ Observation allows educators to respond rather than direct.
→ Open environments support self-initiated movement and problem-solving.
→ Trusting the child strengthens autonomy, confidence, and intrinsic motivation to learn.

Follow and subscribe to continue exploring thoughtful, research-led conversations on early childhood, learning, and development.
https://www.youtube.com/

Source:
Deborah (Debbie) Bergstrom, RIE®️ ;
Resources for Infant Educarers (RIE®️) – Observation, Respectful Caregiving, and the Prepared Environment

[Childcare, Parenting, Early childhood caregivers, Children’s brain development, Motherhood experiences, Human development, Play based learning, Toddler Education, Preschool, True Play, Child-led learning, Self Guided Learning, Emotional Regulation]

We spent a powerful week exploring early childhood with depth and intention.So many meaningful conversations around slow...
02/12/2025

We spent a powerful week exploring early childhood with depth and intention.

So many meaningful conversations around slowing down, sensitive observation and supporting children as active participants in their own learning.
Deborah (Debbie) Bergstrom, RIE®️ Associate and infant–toddler specialist with over 39 years of international experience, engaged with our educators and parent community at Tinker Lab, reflecting on agency, attunement and the role of the environment in care and education.

🎙️ Hosted by Pallavi Poojari Mohindra, our Founder and CEO of The Nurturant, we concluded the week by recording our conversation “How We Raise Humans” with Professor Venita Kaul and Debbie Bergstrom, exploring the simplest yet most profound question of childhood. Releasing soon on our YouTube channel.

Swipe to see the highlights ➡️

[parenting, childcare, early childhood caregivers, children’s brain development, motherhood experiences, human development, play-based learning, toddler education, preschool, true play, child-led learning, self-guided learning, emotional regulation, inclusion, empathy, sensory play, imaginative play, let them play, play matters, responsive parenting, RIE, respectful care]




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