Movement in Floortime
March 12, 2025
Discover the power of movement in Floortime! Enhance interactions and break barriers for children's development.
Understanding Floortime Approach
In the world of therapy and child development, the Floortime approach plays a vital role in promoting emotional and cognitive growth in children. Developed by Stanley Greenspan, this approach focuses on meeting children at their developmental level and using play-based interactions to enhance their social and emotional capacities. Two key aspects of the Floortime approach are understanding the developmental foundations and recognizing sensory-seeking behaviors in children.
Developmental Foundations in Floortime
The Floortime approach recognizes the significance of developmental foundations in children's growth and learning. In a Floortime session, therapists assess and address the child's developmental capacities, starting from the first functional emotional developmental capacity: shared attention and regulation. This involves engaging the child in activities that promote shared attention, reciprocity, and the ability to regulate emotions.
By meeting the child at their current developmental level, therapists can encourage progress and support the child's overall development. Floortime sessions focus on building a strong foundation for higher-level skills, such as problem-solving, communication, and emotional connections.
Sensory Seeking Behavior in Children
Children engaging in Floortime sessions often exhibit sensory-seeking behaviors, which can include excessive movement, exploration of the environment, and seeking sensory input through various means. For example, a child may be under-responsive to most sensory stimuli, leading them to constantly move around and shift from one activity to another.
Recognizing these sensory-seeking behaviors is crucial in Floortime sessions. Therapists aim to engage children by incorporating sensory and movement strategies that align with their preferences and needs. This may involve using interesting sounds, fun gestures, warm tones, high voices, funny sound effects, and energetic movements to capture the child's attention and create a positive and engaging environment.
Understanding and addressing sensory-seeking behaviors in Floortime sessions helps therapists connect with children on a deeper level, promoting active engagement and enhancing their overall experience.
By understanding the developmental foundations and recognizing sensory-seeking behaviors, therapists can effectively implement the Floortime approach and support children in their social, emotional, and cognitive development. These foundational aspects lay the groundwork for the subsequent stages and techniques used in Floortime therapy, allowing for personalized and effective interventions.
Importance of Movement in Floortime
Movement plays a crucial role in the effectiveness of the Floortime approach. Engaging children in movement activities and incorporating sensory and movement strategies are essential for promoting development and enhancing interactions.
Engaging Children in Movement
Placing infants and young children in restrictive environments or "containers" can limit their movement opportunities, impacting their overall development and reflex integration. It is important to provide ample opportunities for children to engage in movement activities, especially during Floortime sessions [2].
Playing on the floor with children is not only beneficial for their motor development but also contributes to the development of social and emotional skills. It fosters interaction and engagement between children and adults, creating opportunities for shared experiences and building relationships.
Sensory and Movement Strategies
Incorporating sensory and movement strategies is essential in Floortime to address the sensory and movement needs of children. These strategies help children regulate their sensory input, enhance their body awareness, and promote engagement in play and interactions.
Strategies such as incorporating movement breaks and providing sensory opportunities throughout the day are important in school environments. These strategies support the sensory and movement needs of all children, including those with developmental challenges, and create an inclusive and supportive learning environment.
Floor play activities offer numerous benefits for children at different stages of development, from infants to older children. Engaging in movement on the floor helps children develop motor skills, social-emotional skills, strength, coordination, and cognitive skills. It provides a rich and interactive environment for learning and growth [2].
By recognizing the importance of movement in Floortime and implementing engaging movement activities and sensory strategies, caregivers and therapists can support children's development, promote social interactions, and enhance the effectiveness of the Floortime approach.
Incorporating Affect in Floortime
In the practice of Floortime, incorporating affect (the expression of feelings) is essential for building emotional connections and facilitating communication skills development. By focusing on affect, therapists can create a nurturing and engaging environment that encourages children to express their emotions and intentions. In this section, we will explore the importance of building emotional connections and communication skills development in Floortime.
Building Emotional Connections
According to research by Dr. Stanley Greenspan, the founder of the DIR/Floortime approach, building emotional connections is a fundamental aspect of Floortime. The child's positive response to high affect, interesting sounds, fun gestures, warm tone, high voice, funny sound effects, noises, and energetic movement from the therapist can greatly enhance the emotional connection in a Floortime session.
To foster emotional connections, therapists focus on creating a safe and attuned space where the child feels comfortable and supported. This environment allows the child to develop their neurological, affective, and relational experiences. By prioritizing relating and building a foundation of safety and connection, therapists can establish a calm and nurturing space that promotes emotional engagement.
Communication Skills Development
In Floortime, communication skills development is closely intertwined with emotional connections. The Communication-Action-Affect (known as W-A-A) concept is a valuable tool in Floortime that combines words or ideas with affect and actions. This approach helps children use ideas by creating situations where feelings or intentions need to be expressed.
By focusing on action words and incorporating sensory elements, therapists can enhance the child's understanding of language and increase the likelihood of them using words or attempting to make sounds. Shared emotion and intention play a crucial role in helping the child initiate and engage in the communication experience. By slowing down, being present, and reading the subtle cues a child may be giving, therapists can effectively communicate with the child and support their communication skills development.
In Floortime, therapists aim to create meaningful interactions that highlight non-verbal affect cues, allowing the child to understand and respond to emotional expressions. This approach helps children develop their emotional resilience, social understanding, and communication abilities [4].
By incorporating affect in Floortime sessions, therapists can lay the foundation for emotional connections and facilitate the development of effective communication skills. Through nurturing and engaging interactions, therapists create an environment where children can express their emotions, intentions, and thoughts, leading to meaningful and fulfilling interactions.
Floortime Techniques in Therapy
When implementing the Floortime approach in therapy, there are specific techniques that therapists employ to engage children and promote their development. Two key techniques in Floortime therapy are child-led play strategies and self-reflection in therapy sessions.
Child-Led Play Strategies
In Floortime therapy, child-led play strategies form the foundation of the therapeutic interaction. The therapist actively follows the child's lead, joining them in their play and engaging in activities that capture the child's interest and curiosity. By allowing the child to take the lead, therapists create a safe and supportive environment where the child feels empowered and in control of the play session.
During child-led play, therapists pay close attention to the child's cues, interests, and preferences. They embrace the child's natural inclinations and adapt their approach accordingly. For example, if a child shows interest in building blocks, the therapist might initiate a block-building activity and follow the child's ideas and actions throughout the play session.
Child-led play strategies in Floortime therapy promote several key aspects of development. They encourage the child to take initiative, make choices, and develop problem-solving skills. Additionally, these strategies support the child's social-emotional development by fostering a sense of agency, autonomy, and confidence. The therapist's role is to provide support, acknowledge the child's efforts, and create opportunities for interaction and growth.
Self-Reflection in Therapy Sessions
Self-reflection is an essential component of Floortime therapy sessions. Therapists engage in ongoing self-reflection to evaluate their own actions, interactions, and responses during the therapy session. This process allows therapists to gain insight into their own affect, intentions, and communication style, which in turn enhances their ability to connect with and support the child.
By reflecting on their own actions and affect, therapists can better understand how their behavior influences the child's responses. This self-awareness enables therapists to adjust their approach, adapt their communication style, and align their affect with the child's emotional state. As a result, therapists can create a more attuned and responsive therapeutic environment that promotes meaningful interactions and emotional connection.
Self-reflection in Floortime therapy sessions also involves analyzing the child's affect, intentions, and non-verbal cues. Therapists pay close attention to the child's subtle expressions, gestures, and emotions, seeking to understand their unique way of communicating. By observing and interpreting the child's affective cues, therapists can respond in a way that validates the child's emotions and fosters a deeper connection.
The practice of self-reflection in Floortime therapy sessions allows therapists to continually improve their approach, refine their techniques, and deepen their understanding of the child's individual differences and needs. It promotes a reflective and collaborative therapeutic relationship where both the therapist and the child actively contribute to the therapeutic process.
By utilizing child-led play strategies and engaging in self-reflection, therapists can create a nurturing and interactive therapeutic environment that supports the child's development, promotes emotional connection, and enhances the effectiveness of the Floortime approach.
Floortime in Physical Therapy
Physical Therapy (PT) can play a significant role in supporting children through the Floortime approach, which focuses on promoting engagement, communication, and emotional connections. In the context of Floortime, Physical Therapy addresses specific concerns related to motor skills, sensory needs, and overall physical development.
Physical Therapy and Floortime
Physical Therapy (PT) is a broad profession that involves extensive training in the musculoskeletal, neuromotor, and respiratory systems. When incorporating Floortime principles into Physical Therapy sessions, therapists follow the child's lead and interests, giving them agency and allowing them to take an active role in their therapy. By prioritizing the child's individual differences and needs, therapists can create a supportive and collaborative environment.
In the Floortime approach to Physical Therapy, therapists aim to address concerns such as tiptoe walking, muscle strength, flexibility, and coordination. They work on enhancing gross motor skills and supporting the visual and vestibular systems, which can have an impact on eye coordination and overall sensory integration. By following the child's lead, therapists can tailor the therapy sessions to the child's specific interests and abilities, fostering engagement and motivation.
It's important to note that Physical Therapy and Occupational Therapy (OT) both consider the individual differences of each child. While PT primarily focuses on gross motor development, OT concentrates on fine motor skills. Collaborating with an OT can provide a comprehensive and holistic approach to supporting a child's overall development [5].
Addressing Sensory Needs
In addition to the physical aspects, Physical Therapy in the Floortime approach recognizes and addresses the sensory needs of children. Sensory integration plays a crucial role in a child's overall development and can significantly impact their ability to engage and interact with their environment.
Physical Therapists who incorporate Floortime principles understand the sensory preferences and sensitivities of each child. By creating a sensory-friendly environment and incorporating sensory strategies, therapists can support children in regulating their sensory experiences. This may include activities that provide proprioceptive, vestibular, and tactile input to help the child process and integrate sensory information effectively.
By addressing sensory needs within the context of Floortime, Physical Therapy can contribute to the holistic development of the child, promoting engagement, emotional connections, and overall well-being.
In the next section, we will explore how the Floortime approach can be implemented in the school environment, specifically through the DIR (Developmental, Individual Differences, Relationship-based) approach to education and collaborative strategies.
Floortime in School Environment
As the benefits of the Floortime approach become increasingly recognized, it has found its way into school environments, creating a more inclusive and supportive educational experience for children. The DIR (Developmental, Individual Differences, Relationship-based) approach in education has been adopted to implement Floortime principles within the school setting.
DIR Approach in Education
The DIR approach emphasizes the importance of relationships, connections, and interests in the learning process. It recognizes that children, including those with special needs, learn best when they are able to make connections with people they know, their interests, and their experiences. Learning should be rooted in these relationships and should emphasize oral language and comprehension in language arts, as well as exploration and play in science and mathematical learning.
In the school environment, the DIR approach encourages collaboration and reflection among professionals, parents, and teachers. This collaborative approach allows for discussions about what works and what doesn't, problem-solving, and planning next steps towards the child's progress. By working together, a child's school experience can be optimized to meet their individual needs and support their development.
Collaborative School Strategies
To effectively implement Floortime in schools, collaborative strategies are essential. These strategies involve the active participation of parents, teachers, therapists, and other professionals involved in the child's education. By working together, they can create a supportive environment that promotes the child's development and learning.
Collaborative school strategies may include:
- Regular Communication: Open lines of communication between parents, teachers, and therapists are crucial for sharing information and discussing the child's progress. This allows for a holistic understanding of the child's needs and enables coordinated efforts to support their development.
- Individualized Education Plans (IEPs): IEPs are designed to address the unique needs of each child. By incorporating Floortime principles into the IEP, educators can create tailored strategies and goals that align with the child's developmental profile. This ensures that the child receives appropriate support and accommodations in the school environment.
- Professional Development: Teachers and other school staff can benefit from professional development opportunities that enhance their understanding of the Floortime approach. This training equips them with the knowledge and skills necessary to implement Floortime techniques effectively and create an inclusive learning environment for all students.
- Collaborative Problem-Solving: Collaborative problem-solving sessions involving parents, teachers, and therapists provide an opportunity to discuss challenges, brainstorm solutions, and plan interventions. By sharing insights and expertise, the team can develop effective strategies to support the child's social-emotional development and academic progress.
By implementing the DIR approach in education and fostering collaborative school strategies, the Floortime approach can be integrated seamlessly into the school environment. This allows for a more inclusive and supportive educational experience, enabling children to thrive academically, socially, and emotionally.