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发表于 2004-1-20 14:11:02
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Re:格林斯潘医生的 地板玩耍时光 训练方法
地板玩耍时光的五步: (没有时间翻译了)
Five Steps to Floortime
Step One: OBSERVATION
Both listening to and watching a child are essential for effective
observation. Facial expressions, tone of voice, gestures, body
posture, and words (or lack of words) are all-important clues that
help you determine how to approach the child.
Is the child's behavior relaxed or outgoing?
Is he or she withdrawn or uncommunicative?
Is he or she bubbling with excitement?
Is the child a real go-getter?
Step Two: APPROACH - OPEN CIRCLES OF COMMUNICATION
Once a child's mood and style have been assessed, you can approach
the child with the appropriate words and gestures. You can open the
circle of communication with a child by acknowledging the child's
emotional tone, then elaborating and building on whatever interests
the child at the moment.
Step Three: FOLLOW THE CHILD'S LEAD
After your initial approach, following a child's lead simply means
being a supportive play partner who is an "assistant" to the child
and allows the child to set the tone, direct the action, and create
personal dramas. This enhances the child's self-esteem and ability to
be assertive, and gives the child a feeling that "I can have an
impact on the world." As you support the child's play, the child
benefits from experiencing a sense of warmth, connectedness and being
understood.
Step Four: EXTEND AND EXPAND PLAY
As you follow the child's lead, extending and expanding a child's
play themes involves making supportive comments about the child's
play without being intrusive. This helps the child express own ideas
and defines the direction of the drama. Next, asking questions to
stimulate creative thinking can keep the drama going, while helping
the child clarify the emotional themes involved, e.g.: suppose a
child is crashing a car: Rather than ask critically, Why are those
cars crashing? You may respond empathetically, Those cars have so
much energy and are moving fast. Are they trying to get somewhere?
Step Five: CHILD CLOSES THE CIRCLE OF COMMUNICATION
As you open the circle of communication when you approach the child,
the child closes the circle when the child builds on your comments
and gestures with comments and gestures of own. One circle flows into
another, and many circles may be opened and closed in quick
succession as you interact with the child. By building on each
other's ideas and gestures, the child begins to appreciate and
understand the value of two-way communication.
Strategies for Floor Time Intervention
follow the child's lead and join them - it does not matter what they
do as long as they initiate the move
persist in your pursuit
treat what the child does as intentional and purposeful - give new
meanings
help the child do what they want to do
position yourself in front of the child
invest in whatever the child initiates or imitates
join perseverative play
do not treat avoidance or "no" as rejection
expand, expand, expand - keep going, play dumb, do wrong moves, do
as told, interfere etc.
do not interrupt or change the subject as long as it is interactive
insist on a response (encourage the child to close the circle)
do not turn the session into a learning or teaching experience
Opening the Symbolic Door
get engaged at any level
get intentional - build on any intent, problem solving, corner or
undoing
heighten affect - at every level, all emotions are equal
Strategies for Engagement and Two-way Communication
Give the child's seemingly random actions new meanings by responding
to them as if they were purposeful.
Use sensory-motor play -- bouncing, tickling, swinging, and so on --
to elicit pleasure.
Use sensory toys in cause-and-effect ways: hide a toy, then make it
magically reappear; drop a belled toy so that the child will hear the
jingle; bring a tickle feather closer, closer, closer until finally
you tickle child with it.
Play infant games, such as peek-a-boo, I'm going to get you, and
patty cake.
Play verbal Ping-Pong with the child, responding to every sound or
word the child makes and continue the ping pong match to expand the
number of circles closed.
Pursue pleasure over other behaviors and do not interrupt any
pleasurable experience.
Use gestures, tone of voice, and body language to accentuate the
emotion in what you say and do.
Try to be as accepting of the child's anger and protests as you are
of the child's more positive emotions.
Help the child deal with anxiety (separation, getting hurt,
aggression, loss, fear, and so on) by using gestures and problem
solving.
Following the Child's Lead
have symbolic toys available
recognize and create opportunities
cue or model symbolic actions
be meaningful
make it easy
persist through - affect cues - affect pacing-wait/speed up
personalize
be a player - join in
expand and keep going
do not change the subject
Creating and Expanding Ideas
treat every object or action as an idea!
you do not need permission to play
do not "read" or just describe
talk to the child in a role - as an actor or with a figure
take on a role and talk through the role
build on real experiences - bridge to what would happen next
wait for child to make the next move - then give choices or model
the next step
resist the temptation to take over
"Appreciate" child's need for control
try to build bridges between ideas
give reasons for your or the child's actions
problem solve and assist in the finding of a solution
make ideas more complex and more elaborate
Constructive Obstruction
to Extend Problem Solving
The child will be surprised, amused or frustrated when faced with the
changes and obstacles you create for them.
Approach the child with a supportive attitude, sharing surprise, Oh
no what happened? What's the matter?
Help the child solve the problem, but wait for the child to
recognize the problem first and then encourage the process.
Stretch the problem as long as possible by playing dumb
Offering wrong solutions so the child can check out several
alternatives
Ask questions and opinions about what they want, etc.
Remember: The goal is not to frustrate the child but to mobilize the
child's thinking and acting in face of something which matters
personally to him or her.
Helping The Child Build A Symbolic World
Identify real-life experiences the child knows and enjoys and have
toys and props available to play out those experiences
Respond to the child's real desires through pretend actions
Allow the child to discover what is real and what is a toy
Encourage role playing with dress-up props, use puppets - the child
may prefer to be the actor before using symbolic figures
Use a specific set of figures/dolls to represent family members and
identify other figures with familiar names
Give symbolic meaning to objects as you play:
Some Examples -
When the child climbs to top of the sofa, pretend the child is
climbing a tall mountain.
When the child slides down the slide at the playground, pretend the
child is sliding into the ocean and watch out for the fish.
Substitute one object for another when props are needed. Pretend
that the ball is a cake or the spoon is a birthday candle.
Resume use of gestures for props along with toy objects and
substitutes
As you play, help the child elaborate on personal intentions.
Ask who is driving the car,
where the car is going,
whether the child has enough money,
did the child remember the keys to the car,
why is the child going there,
why not somewhere else, etc.
Expand as long as you can. (Use all of the Who, What, Where, Why,
When questions, and keep them open ended)
Make use of breakdowns.
When a problem crops up during play, create symbolic solutions.
Get the doctor kit when the doll falls so the child can help the hurt
doll, tool kit for broken car.
Acknowledge the child's disappointment and encourage empathy.
Get involved in the drama.
Be a player and take on a role with your figure.
Talk directly to the dolls rather than questioning child about what
is happening or narrating
Both help the child and be your own player.
Talk as an ally (perhaps whispering), but also have your figure
oppose or challenge the child's ideas.
Insert obstacles into the play. (e.g.: make your bus block the road.
Then speaking as a character, challenge child to respond. If
necessary, get increasingly urgent (whispering to child to encourage
to deal with the problem, offer help if needed by becoming an ally).
Use symbolic figures the child knows and loves, such as Barney,
Disney or Sesame Street characters, to generate symbolic play.
Reenact familiar scenes or songs, create new ideas, and notice
characters and themes child may be avoiding or fear.
Use play to help the child understand and master ideas/themes, which
may have been frightening. Work on fantasy and reality.
Let the child be the director. Child's play need not be realistic
(the child may still be a magical thinker) but encourage logical
thinking.
Focus on the process as you play; which character to be, what props
are needed when ideas have changed, what the problem is, when to end
the idea, etc. Identify the beginning, middle and end.
As you play, match your tone of voice to the situation. Pretend to
cry when a character is hurt, cheer loudly when your character is
happy, speak in rough or spooky tones when you are playing the bad
guy. Remember, drama, drama, drama to give the child affect cues.
Reflect on the ideas and feelings in the story both while playing
and later on as you would with other real life experiences
Discuss the child's abstract themes such as good guy/bad guy,
separation/loss, and various emotions such as closeness, fear,
jealousy, anger, bossy, competition, etc.
Remember, symbolic play and conversation is the safe way to practice,
reenact, understand and master the full range of emotional ideas and
experiences.
Developing Abstract Thinking
Follow the child's lead, build on the child's ideas
Challenge the child to create new ideas in pretend play
Heighten affect and engagement
Practice and expand rapid back and forth interactions and
conversations (gesturally and verbally)
Carry on logical conversations all the time (e.g.: while driving, at
meals, during baths etc.) Content does not have to be realistic
Encourage understanding of fantasy-reality
Recognize fears and avoidance of certain feelings, themes and
characters.
During play and conversations, get the beginning, middle and end of
the story or idea - identify problems to be solved, motives and
feelings - accept all feelings and encourage empathy
Select books to read that have themes, motives and problems to
solve - discuss alternative outcomes, feelings
Encourage abstract thinking:
Ask why questions
Ask for opinions
Compare and contrast different points of view
Reflect on feelings - come back to experiences again later
Don't ask questions you know the answer to
Don't tell the child which dimensions to use
Use visualization - picture yourself
Avoid rote, fragmented, academic questions
Be creative
Some Examples -
If the child puts his foot in pretend pool, ask if it's cold.
If the child is thirsty, offer her an empty cup or invite her to a
tea party
If the child is hungry, open a toy refrigerator and offer some food,
pretend to cook, or ask if he will go to pretend market with you to
get things to eat.
If the child want to leave, give her pretend keys or a toy car
If the child lies down on the floor or couch, get a blanket or
pillow, turn off the lights, and sing a lullaby.
Encourage role playing with dress-up props, use puppets - child may
prefer to be the actor before the child uses symbolic figures.
Use a specific set of figures/dolls to represent family members and
identify other figures with familiar names.
Get involved in the drama. Be a player and take on a role with your
own figure. Talk directly to the dolls rather than questioning child
about what is happening or narrating.
Developing Motor Planning Abilities
Encourage "undoing"
Examples -
Move an object in line
Cover a desired object
Put a puzzle piece in wrong place
Bury desired objects under other toys and very different objects
Hide the desired object from the place where child last put it
Provide destinations for actions - treat every act as intentional
and symbolic
Child throws a ball - catch it in basket
Child holds figure (little person, animal) -bring over toy slide,
school bus, food (if child does not use spontaneously, ask if the
figure would like to... give choices if needed...ask figure
directly...try not to direct)
Child taps - bring over drums (can be plate, plastic toy, sticks etc)
Child rolls car - bring over garage, crash into it, block with figure
Child reaches for hand - play give me five, variations, dance
Create problems to solve - require multiple steps
Put desired objects in boxes to open, untie, remove tape or rubber
band
Pretend an object needs to be fixed using tools, tape, rubber bands,
Band-Aids (symbolic)
Create obstacles for the child to get around, move, or restore to the
correct position
hold a book to read upside down and/or backwards
Offer pens/markers which do not work
Sit in the child's special place
Get to where the child is running first
Hide an object the child desires in one hand or the other so that the
child can choose
When the child seeks your hand instead of using his own hand, put
your hands on your head or in your pocket
Put socks on the child's hands instead of feet
Give the child your shoes to put on
Make the desired toy/object a moving target (move from place to
place)
Be playful and supportive as you encourage and expand interactions
Change the environment frequently to encourage flexibility, create
problems and expand discussion
Move expected objects (change drawer content, change content in
baskets)
Rearrange furniture and create problems (child finds chair upside
down, or is told to sit down when chair is across the room)
Hang up pictures from magazines at eye level and change frequently
Encourage the child to initiate/continue action
Ready, set, Go!
Put the toy the child was using back in the child's hand. (Oh, you
dropped, forgot)
provide cues - uh oh, knock, knock, help
Use indirect prompts (call the figures to come, where are you?)
Bring over the next step (puppet to eat pretend food, mirror to see
the hat etc.)
Trade objects, positions
Deal with the consequences of actions symbolically
Baby doll falls (is dropped) - Uh oh! He's crying. Are you hurt? Get
a bandage. Go to the doctor. Call an ambulance...
Car crashes - Oh no, it's broken! Can you fix it mechanic?
Basket is dropped - What a mess! What do we do now?
Model/mediate the sequence of actions needed to solve problems
Plan your idea - discuss what the child will need for their ideas
Get toys/props the child will need
Identify settings and destinations
While playing, identify problems and sequence of solutions
Identify beginning, middle and end
Challenge, reason, negotiate
Play interactive song-hand games
Itsy bitsy spider
one potato two potato
slap my hand
sailor went to sea, sea, sea
Play Treasure Hunt and use maps (use visual and verbal cues)
Play games
Social playground/party games
Board games (cognitively challenging)
Cooking
Drama
Arts and craft activities
Encourage athletic activities
Individual sports such as tennis, roller skating, shooting baskets,
ice skating
group sports such as soccer, baseball, basketball
Gymnastics
Tae Kwon Do
Addressing Processing Difficulties
Child's Actions
Adult's Solutions
Avoids, moves away
Persist in your pursuit
Treat as intentional
Provide visual cues
Playfully obstruct
Attract with "magic"
Insist on a response
Stays stuck, does not know what to do next
Provide destination
Return object of interest
Use object in some way
Expand, expand
Give new meanings
Use ritualized cues to start ("ready, set, go")
Uses scripts
Join in
Offer alternative scripts
Change direction of script
Perseverates
Ask for turn, join, imitate, help
Make interactive
Ask "how many" more times
Set up "special" time for this activity
Protests
Act sorry
Play dumb
Restore
Blame figure
Rejects, refuses
Provide more things to say "no" to
Expand, give other choices or time
Says something unrelated
Try to insist on a response
Notice change or bring closure
Becomes anxious or fearful
Reassure
Problem solve
Use symbolic solutions
Acts out, pushes, hits
Provide affective cue ("Uh, uh, uh"; "No, no, no") to encourage self-
regulation
Set limits.
Reward for absence of negative behaviors
Opportunities for Doing Floor Time
To assist the child in learning to solve problems and handle changes,
identify opportunities in the child's daily life which present
a "stage" for problem solving and change accepting "dramas"
Brainstorm how you could utilize the following opportunities:
all things you routinely do for child
all the things child expects or waits for you to do
all the things child already expects to do for self
all the things child desires or expects to have or go to
daily challenges
Home Based Opportunities for Floor Time
dressing and undressing: giving the child choices about what to wear
or not, or what to take off first, is following the child's lead.
mealtime: chose one meal with enough time - talk may focus around
food preparation, different foods being served, which foods are
particularly enjoyable or any topic relating to the child's life.
car time: engage the child in a relaxed conversation in which the
child takes the lead, or sing-along for which the child chooses songs
coming and going time: plan to have at least a little time to get
the child settled on arrival to a classroom or in switching and
transitioning from one activity to another by reading a short story,
visit pet in classroom or at home, or look at special toy in
classroom or at home. Show the child support through your interest
and warm clear good-bye if leaving in classroom. On picking the child
up from the classroom, give the child a chance to tell you something
important about the day while you are still in the school setting
(This provides visual prompts to help the child retrieve the
information).
bath time: Bath toys are wonderful props as they float, get dunked,
and come into contact with each other. The water is a great
opportunity for play. The child will naturally relax in the water.
book time: Read the book with the child on your lap or next to you
on a chair or bed. As you read, be aware of responses and questions
that you can extend. (If the child is totally absorbed, however, it
is best to continue reading and simply enjoy the sense of shared
interest)
bedtime: Bedtime is often accompanied by a ritual, but is also a
moment to feel close and loving. Children sometimes share important
thoughts and feelings during the last moments before falling asleep.
Although you will not want to rev-up the child up prior to sleeping,
you can respond with empathy and stay close until the child is calm
and feels safe enough to sleep.
Turning Every Day Activity into Problem Solving
chair not close to the table, in the child's spot, when meal time
arrives
bottle not open when you are trying to pour juice
bathtub empty of water when you tell the child it is time to take a
bath
shoes hidden from usual resting place
changing the shelf locations of favorite books, tapes etc.
putting two socks on same foot
putting shirt on feet
give the child adult shoes instead of their own
use rubber band to hold together a spoon and fork when giving the
child a tool for eating
cup is upside down when offering the child a drink
put markers in a new container which child has not yet learned to
open
mix puzzle pieces of two or three puzzles together
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IP卡
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发表于 2003-3-12 00:11:47
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发表于 2003-3-12 10:34:30