Floor time therapy is the notion of following the child’s lead and engaging with the child at his level.
Therapists teach parents how to direct children into a meaningful and complex interaction which is called ‘opening and closing circles of communication.
This therapy changed our lives , as our son at the age of 4 had a very limited vocabulary and through the sessions we have managed to introduce new concepts and words.
The speech and language therapy he was doing at the time did not seem to have a positive affect on him and his articulation was poor as there was not much engagement from his side at the time.
The therapy method was created by Dr. Stanley Greenspan it was developed in order to help children communicate as well as reach higher level of thinking.
Following the child lead and participate in a play and imagination world is a fun way children become “problem solvers ” and can reach higher levels of studying.
Floortime therapy target the improvement in the following areas of communication and personal development:
– Self-regulation and interest in the world – many children on the spectrum have rigid thoughts and actions which limits their progress.
– Intimacy, or engagement in human relations
– Two-way communication
– Complex communication
– Emotional ideas and development of letting the child express feelings and emotions with no boundaries.
– Emotional thinking and logical thinking.
– Floortime helps the child make logical connections : for instance if the child is playing with a car and wants to stack the car in a small cupboard ….you don’t just open the cupboard for
the child but try to create an obstacle like blocking the front of the cupboard to let the child solve the ‘problem’ using communication skills forcing a thinking process and asking relevant questions.
The parent should remain objective playful and never judgmental as this will send the wrong message to the child, the idea to follow the child lead is to help with engaging the communication.
The child could see that the parent takes interest and is engaged in the activity.
We learnt the importance of back and forth communication at the time of play and the negative effect of plastic modern flashy toys with digital sounds that destruct the child’s attention and isolate the child further.
During our sessions Guy was developing his capacity to stay in a continuous flow of interaction, engage in shared problem solving and express his ideas in pretend play and conversation with the therapist and Tommy (his younger brother).