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How is Floor Time Applied?
Dr. Greenspan and his associates (1995) stress that emotionally
based interactions are at the heart of Floor Time. They suggest the
following strategies to apply to Floor Time methodology.
Strategies for Floor Time Intervention
- Follow the children’s lead and join in with what
they initiated (i.e., imitate the child or join in the activities
he or she initiates)
- Sometimes play “dumb” to expand the child’s
desire into as many interactions as possible (i.e., act as if you
do not understand what the child wants, or use a toy in a silly way
as if you have never played with it before)
- Treat the children’s behavior as purposeful—and
give it new meanings
- Help children do what they want to do
- Make sure that your actions differ from theirs
- Playfully give the child a problem to solve. (gentle
obstruction–getting in their way, blocking what they are doing
in a funny way like falling down, doing something new or surprising,
doing something incorrectly)
- Don’t take no for an answer—don’t
think of avoidance as rejection
- Don’t interrupt when the child is speaking
- Make sure there is some sort of response (insist on
it)
- Don’t let the session become a teaching experience!
- The only rules are: no hitting, breaking things, or
hurting anyone
It’s not only about the floor...
The following three types of experiences are embodied
within the application of the Floor Time methodology.
- Floor Time—Follow the child’s natural interests
- Semi-Structured Play—Interact to create highly
motivating situations that lead to problem solving
- Motor, Sensory, Spatial Play—Do physical activities
like running and jumping—even spinning! Encourage the child
to cross the midline of his body during play. (Good for using both
sides of the brain.)
It’s not only about the kids...
Some Important Adult Guidelines:
- Each of the above experiences should take place during
adult-child play for 20 minutes of each, followed by a 20 minute rest
period, and then 20 minutes each again.
- Choose a time that will not be interrupted for 20-30
minutes.
- Be patient. Relax.
- Stay aware of your own feelings—don’t
let them get in the way of a fun interaction.
- There are countless ways that a child’s actions
can become interactions. Look for ways to encourage interactions in
a fun and natural manner.
- Keep the child’s multiple developmental levels
in mind. Most of us have strengths and challenges!
- Once again, remember that the only rules are: no hurting
things or people
In Summary
In his book, The Challenging Child: Understanding, Raising,
and Enjoying the Five “Difficult” Types of Children, (1995)
Dr. Stanley Greenspan sums up Floor Time:
During this time, about thirty minutes a
day at the minimum, you get down on the floor...to “march to
your child’s drummer.” Obviously, with an older child,
you might not literally be on the floor. But the goal....is to follow
your child’s lead and tune in to whatever interests your child.
The idea behind floor time is to build up warm, trusting relations
in which shared attention, interaction, and communication are occurring
on your child’s terms. (p. 296)
End of lecture. Select your next place from the Jump
Pad.
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