Floortime is the bread and butter of CTC. Learn more about Floortime and the DIR® model here each month!
April 2025 - Slow Down in Floortime!
The world we live in is super fast-paced and constantly moving. At times, we can barely catch up with our everyday life. We are regularly overbooked and need to get everything done that's on our schedules. If we are not careful, this is something we can often bring into our Floortime.
Floortime is not a race to see how many levels you can move up in a certain time frame. The overall purpose is not to see how fast we can create and complete our interactions. Doing this will only bring negative components. Going too fast brings anxiety, confusion, stress and causes us to not
give the child enough processing time. It is okay to go slow, hold back, and wait for your child!
Going slow will allow their own ideas to flow and create a beautiful back and forth connection. The interactions will be more natural, and it will give the child the processing time that they need. In turn, when they gain that connection, it will boost their confidence.
For example: you notice your child is pounding on a drum from across the room. You enter into that interaction by getting on the floor with them and start hitting the drum, as well. Instead of just banging the drum on your time, hold back and wait. Wait for them to bang the drum and follow their lead. When they notice the amount of control that they have in that interaction, it will create an amazing back and forth connection.
When we speak about going slow, holding back, and waiting, we are also referring to the levels. When you see successful interactions happening at a certain DIR level, then it is okay to be there. Be present and be in the moment. Keep coming back to that level and building off of what you may have already started. This allows the confidence of the child to grow and makes the play more organic.
Take a break from your busy life, take a deep breath, and just be in the moment with your child!
Go slow, hold back, and wait for your child during floortime so that you can see all the amazing things that will happen!
- Regina Frandano, Floortime Specialist at Celebrate the Children
Floortime is not a race to see how many levels you can move up in a certain time frame. The overall purpose is not to see how fast we can create and complete our interactions. Doing this will only bring negative components. Going too fast brings anxiety, confusion, stress and causes us to not
give the child enough processing time. It is okay to go slow, hold back, and wait for your child!
Going slow will allow their own ideas to flow and create a beautiful back and forth connection. The interactions will be more natural, and it will give the child the processing time that they need. In turn, when they gain that connection, it will boost their confidence.
For example: you notice your child is pounding on a drum from across the room. You enter into that interaction by getting on the floor with them and start hitting the drum, as well. Instead of just banging the drum on your time, hold back and wait. Wait for them to bang the drum and follow their lead. When they notice the amount of control that they have in that interaction, it will create an amazing back and forth connection.
When we speak about going slow, holding back, and waiting, we are also referring to the levels. When you see successful interactions happening at a certain DIR level, then it is okay to be there. Be present and be in the moment. Keep coming back to that level and building off of what you may have already started. This allows the confidence of the child to grow and makes the play more organic.
Take a break from your busy life, take a deep breath, and just be in the moment with your child!
Go slow, hold back, and wait for your child during floortime so that you can see all the amazing things that will happen!
- Regina Frandano, Floortime Specialist at Celebrate the Children
March 2025 - Why Visuals are Important
Visuals are essential because they allow people to process information quicker than with written text. They help the brain grasp complex concepts, evoke emotions, and enhance information retention. Using visuals makes communication more engaging and effective. Additionally, people tend to remember information better through visual cues than by just reading and trying to recall it later. Moreover, visuals serve as a lasting reference since spoken words can easily be forgotten, helping to establish stronger connections in the brain.
Visuals are particularly beneficial for supporting language processing, especially for students who struggle with verbal instructions. For example, a "First and Then" strategy can help clarify expectations. For example, "First we go to the library, then you can choose your favorite book." This method helps students visualize what to anticipate. Additionally, visuals can reinforce spoken directions, clarifying what is expected, like saying, "It's time for math," while showing a math worksheet.
Visual tools foster independence and confidence in students. Having access to visual aids, such as charts or checklists, empowers them to follow tasks at home and in school. Visuals are versatile and can be used in various environments. They also help reduce anxiety by providing a clear and predictable representation of what to expect, alleviating feelings of being overwhelmed, and validating emotions. Moreover, visuals are crucial in social stories, which describe specific situations or events and outline what to expect and why. They play an important role in helping everyone understand and remember the provided information through a built emotional connection.
Schools and parents should integrate visuals throughout the day, as they facilitate requests and expectations. It's essential to adapt visuals to a child's developmental stage and individual needs. Visuals should be straightforward and clear. For instance, if a child requires a visual reminder for math class, using a picture of the classroom or the teacher alongside labels like "Math class" or "Judy's class" can help create a strong visual association. This way, the child can eventually recall the concept of Judy's math class from memory with just a verbal cue, rather than needing visual support. Our everyday world is full of visuals, and the aim is to assist children in forming these visual connections so that they can later access the information through spoken language.
Visuals are particularly beneficial for supporting language processing, especially for students who struggle with verbal instructions. For example, a "First and Then" strategy can help clarify expectations. For example, "First we go to the library, then you can choose your favorite book." This method helps students visualize what to anticipate. Additionally, visuals can reinforce spoken directions, clarifying what is expected, like saying, "It's time for math," while showing a math worksheet.
Visual tools foster independence and confidence in students. Having access to visual aids, such as charts or checklists, empowers them to follow tasks at home and in school. Visuals are versatile and can be used in various environments. They also help reduce anxiety by providing a clear and predictable representation of what to expect, alleviating feelings of being overwhelmed, and validating emotions. Moreover, visuals are crucial in social stories, which describe specific situations or events and outline what to expect and why. They play an important role in helping everyone understand and remember the provided information through a built emotional connection.
Schools and parents should integrate visuals throughout the day, as they facilitate requests and expectations. It's essential to adapt visuals to a child's developmental stage and individual needs. Visuals should be straightforward and clear. For instance, if a child requires a visual reminder for math class, using a picture of the classroom or the teacher alongside labels like "Math class" or "Judy's class" can help create a strong visual association. This way, the child can eventually recall the concept of Judy's math class from memory with just a verbal cue, rather than needing visual support. Our everyday world is full of visuals, and the aim is to assist children in forming these visual connections so that they can later access the information through spoken language.
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A poem from an unknown author:
“When I see…I understand When I hear, I forget In one ear, and out the next. But it makes more sense to me When there’s something I can see Whether I’m young, or if I’m old It helps to see what I am told A written word, a picture card Can simplify what might be hard. A visual aid describes it best And gives the voice and ears a rest From making friends to handling fear Showing me how makes it more clear There’s not much left to explain When a picture shows my brain Who or where or what you mean On a clear computer screen To recall what you heard A picture paints a thousand words.” - Lissette Gray, Floortime Specialist at Celebrate the Children |
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February 2025 - The Simplicity of Floortime
What should I do? How can I grasp the attention of my child?What if my child doesn’t like what I came up with?
Often, when we think or hear the word "floortime," we automatically feel we need to have this big, elaborate idea in our minds.
What kind of detailed plan can I come up with so that we might enter a world of play together?
While it’s not a bad thing to want to be prepared, focusing extensively on preparation can cause us to miss the point of floortime. We do not need to make floortime so complex. Floortime is simple! It is merely a back-and-forth connection with the child. The number one goal is being present in the moment and joining your child where they are, both developmentally and physically.
For example, you notice your child is bouncing on their trampoline. Then, go over, take their hands, and join in with them. This has now opened up a new world in and of itself. That trampoline is now a rocket ship or a planet in outer space that you two are flying off together. You don’t need the newest rocket ship toy that they sell at the local toy store for this interaction to happen. Engaging with your child is what allows them to grow.
The power is never in toys; it is in your connection.
There are countless times when you may have created a big plan. While the plan might not have gone accordingly, it turns into one of the best floortime sessions you can recall. This is because children do not need material items or extensive plans. They need interpersonal connection and shared time. You’d be surprised to know what everyday household items can become. Toilet paper rolls can become binoculars or pretend trumpets.
Cardboard boxes can be turned into castles, caves, or even race car tracks.
Does the babydoll need a hairbrush? Grab the whisk in your kitchen drawer and make it a hairbrush. Pretend to be in a marching band with your child by using pots and pans together. You know that blanket you have across your couch?
Well, that can now become a superhero cape, or you can utilize it to play hide-and-seek.
It’s amazing what fun, creative, and entertaining things you can do with a flashlight during play.
These ordinary items are what spark your child's creativity and allow them to grow!
So, I challenge you at this time to connect, inspire, and grow with your child by taking a step back
and bringing a “simple” floortime session to life!
- Elizabeth Simons, Floortime Specialist at Celebrate the Children
Often, when we think or hear the word "floortime," we automatically feel we need to have this big, elaborate idea in our minds.
What kind of detailed plan can I come up with so that we might enter a world of play together?
While it’s not a bad thing to want to be prepared, focusing extensively on preparation can cause us to miss the point of floortime. We do not need to make floortime so complex. Floortime is simple! It is merely a back-and-forth connection with the child. The number one goal is being present in the moment and joining your child where they are, both developmentally and physically.
For example, you notice your child is bouncing on their trampoline. Then, go over, take their hands, and join in with them. This has now opened up a new world in and of itself. That trampoline is now a rocket ship or a planet in outer space that you two are flying off together. You don’t need the newest rocket ship toy that they sell at the local toy store for this interaction to happen. Engaging with your child is what allows them to grow.
The power is never in toys; it is in your connection.
There are countless times when you may have created a big plan. While the plan might not have gone accordingly, it turns into one of the best floortime sessions you can recall. This is because children do not need material items or extensive plans. They need interpersonal connection and shared time. You’d be surprised to know what everyday household items can become. Toilet paper rolls can become binoculars or pretend trumpets.
Cardboard boxes can be turned into castles, caves, or even race car tracks.
Does the babydoll need a hairbrush? Grab the whisk in your kitchen drawer and make it a hairbrush. Pretend to be in a marching band with your child by using pots and pans together. You know that blanket you have across your couch?
Well, that can now become a superhero cape, or you can utilize it to play hide-and-seek.
It’s amazing what fun, creative, and entertaining things you can do with a flashlight during play.
These ordinary items are what spark your child's creativity and allow them to grow!
So, I challenge you at this time to connect, inspire, and grow with your child by taking a step back
and bringing a “simple” floortime session to life!
- Elizabeth Simons, Floortime Specialist at Celebrate the Children
January 2025 - Floortime at Home
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As the weather cools, many children struggle with routine changes and decreased activities. Are you looking for a solution? If so … let’s PLAY! Floortime can be done anytime, anywhere, and by anyone! When there is downtime, even at home, our kids need to be stimulated and kept busy aside from having screen time. Floortime benefits the whole family, and what better way to engage and build stronger relationships than by using your child's passions and creating meaningful experiences.
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- Remember it’s all about the process and how we engage rather than the product, so get out some fun art supplies and get creative! Make a masterpiece using recycled materials or objects from nature. Practice fine motor skills such as cutting, gluing and ripping. Half the fun of art is using your original ideas!
- Get messy! Shaving cream not only smells good and doesn’t stain, but it makes a great sensory play material too. Pretend you are making an indoor snowman or add some glitter to make it magical. Why not expand on the snow day and get some recycled paper, crumple it up to make snowballs and have a snowball fight in the living room!
- Blankets are not only for getting cozy. They can be used to play hide and seek, create blanket forts, and for the little ones, blanket swings! Expand using the blankets and get out the pillows for a fun pillow fight too!
- How about a game of flashlight tag or making shadow animals on the wall in a dark room? Hang some pictures on the wall and have a glow in the dark scavenger hunt.
- For more motor planning and visual spatial fun, create an obstacle course or use string or streamers to block off a hallway or doorway like a maze to get through.
Any activity can be turned into Floortime. Sometimes you have to be creative and think outside the box, but most of all, have fun, laugh, be silly, engage, and build everlasting memories!
-Antoinette Price, Developmental Training and Support at Celebrate the Children
