DIR Floortime in the Home for Engaging Filipino Families

In today’s fast-paced world, parents are increasingly seeking ways to build meaningful relationships with their children, especially when raising children with unique developmental needs. One approach that has proven highly effective is the Developmental, Individual Difference, Relationship-based (DIR) Floortime model. This method supports children in building emotional and social skills while emphasizing joy and connection. For Filipino families, where relationships and family bonds are central, DIR Floortime offers a culturally resonant way to foster growth and understanding at home.

Language and Communication in the Home

In Filipino households, language is often a mix of Filipino, English, or even regional dialects, creating a unique linguistic environment. When implementing DIR Floortime at home, parents can engage with their children using the language they are most comfortable with, whether it's Filipino or English or their dialects. It’s important for parents to tune into their child’s individual language needs and preferences, ensuring that they feel safe and understood. Whether a child responds better to Filipino or English, the key is consistent, nurturing communication.

For example, if a parent is playing with a child who tends to mix languages, the parent can model phrases in both languages, like “Wow, ang galing mo!” (Wow, you’re so good!) while following the child’s lead in play. This not only helps with language development but also strengthens the child’s sense of safety and connection.

Family Support Systems 

One of the unique aspects of Filipino families is the extended network of caregivers, which may include grandparents, aunts, uncles, or hired nannies (Yayas). In this multi-generational setting, it’s essential for all caregivers to understand and support the DIR Floortime principles. The aim is to ensure a consistent approach in interactions, where everyone in the household helps the child feel secure and valued.

Parents can involve other family members in DIR Floortime by encouraging them to engage in child-led play and avoid being directive. Instead of telling a child what to do, a nanny or grandparent could watch and follow the child’s play, offering their presence and support, which is a central tenet of DIR.

Understanding Individual Differences

At the core of DIR Floortime is the understanding that every child processes the world differently, especially children with developmental challenges like autism or sensory processing disorders. It’s crucial for parents to recognize their child’s individual differences—whether the child is sensitive to noise, prefers physical activity, or struggles with social interactions.

For parents, attuning to these differences is key. Whether the child craves more physical activity or needs a quieter environment, parents can make small adjustments to routines to create a space where the child feels regulated and engaged. DIR Floortime teaches parents to observe their child’s sensory preferences and emotional cues, ensuring that their interactions support the child’s unique needs.

Starting with Foundational Stages

Functional Emotional Developmental Capacity (FEDC) 1: Regulation and Interest in the World

The first step in any interaction is to help the child feel regulated—calm and safe enough to explore their environment. For example, in a home where the day is often filled with bustling activity, parents might find their child feeling overwhelmed by noise or movement. In such cases, creating a quiet corner where the child can calm down with their favorite toy or book can help regulate their sensory system.

Functional Emotional Developmental Capacity (FEDC) 2: Engagement and Relating
Once the child feels safe, they are ready to engage. Engagement refers to the child’s ability to connect with their parent through smiles, or gestures. For parents, this means joining the child’s world, whether that’s playing with blocks or watching them draw. The goal is to be fully present, building a trusting and joyful relationship.

Practical Case Studies for Filipino Families

The cases described here are for illustrative purposes only and do not refer to any specific child.

Scenario 1: A Hyperactive Child

Joaquin is a 5-year-old boy who is always on the move. His parents are unsure how to engage him in calm activities as he often runs around the house, unable to sit still. Using DIR Floortime, Joaquin’s parents begin by entering his world. Instead of forcing him to sit, they join him in his running, creating a game of “chase” around the house. Gradually, they introduce moments of pause, where Joaquin stops to check on his parents’ reactions. These brief pauses, when combined with playful gestures like tickling or funny faces, help Joaquin engage in shared communication, strengthening his ability to co-regulate his energy levels with his parents.

Scenario 2: An Anxious and Quiet Child

Mia is a 4-year-old girl who is anxious in social situations and often withdraws, preferring to play alone. Her parents, concerned about her lack of interaction, start to follow her lead. If Mia is quietly playing with a doll, her mother sits next to her and gently mirrors her actions without asking Mia to speak. Over time, Mia begins to notice her mother’s presence and starts handing her toys. This slow, patient approach helps Mia feel safe enough to engage with her mother, slowly opening circles of communication in a non-verbal way.

Scenario 3: A Child with Autism

Enzo is a 6-year-old diagnosed with autism. He struggles with sensory overload, especially when there’s loud noise or unfamiliar people. His parents, aware of his sensory needs, create a predictable environment at home, using soft lighting and quiet spaces for him to relax. During Floortime sessions, they follow his interests in spinning toys. By joining him in this activity—gently spinning alongside him—they help him feel understood and connected. Over time, they introduce small challenges, such as varying the speed of the spins, encouraging Enzo to respond and expand his interaction.

Practical Tips for Implementing DIR Floortime at Home

1. Building a Sense of Safety
   • Ensure that your home environment provides a sense of calm. Create spaces where your child can regulate their sensory system. Pay attention to noise levels, lighting, and physical comfort.
2. Follow the Child’s Lead
   • Join your child in whatever they are interested in, whether it’s stacking blocks, playing with toy cars, or scribbling on paper. By following their interests, you create opportunities for meaningful engagement.
3. Use Playful Obstruction
   • Once your child feels comfortable, you can introduce playful obstruction. For example, if your child is rolling a ball back and forth, you can momentarily stop the ball with your hand and make a playful face. This simple act encourages them to open a new circle of communication and problem-solve in a joyful way.
4. Respect Individual Differences
   • Be mindful of your child’s sensory preferences. Some children may crave movement, while others prefer quiet activities. Adjust your play to match their needs and gradually introduce new challenges when they feel regulated.

Fostering Joyful Connections 

DIR Floortime offers Filipino families a way to build stronger, more joyful connections with their children, regardless of their developmental challenges. By respecting each child’s individual differences, following their lead, and creating safe, engaging spaces at home, parents can support their child’s growth while fostering deeper relationships.

References:

Brown, D. (2024). DIR/Floortime in-home coaching supports families. Therapy Keeper Podcast. Retrieved from DIR Practice Podcast: Sep 13.

Dy, A. B. C. (2023). Goodness of fit and attunement in DIR. ICDL Presentation. International Council on Development and Learning (ICDL).

Greenspan, S. I. (2004). Learning to communicate, problem solve, and use ideas and words. Web-based radio show, September 16. International Council on Development and Learning (ICDL).

Greenspan, S. I., & Wieder, S. (2006). Engaging autism: Using the Floortime approach to help children relate, communicate, and think. Da Capo Press.

Hess, E. B. (2013). DIR/Floortime: Evidence-based practice towards the treatment of autism and sensory processing disorder in children and adolescents. International Journal of Child Health and Human Development, 6(3), 00-00.

ICDL. (2023). DIR 201: Promoting basic functional emotional developmental capacities (Session 1). International Council on Development and Learning (ICDL).