大家如果有任何英文资料需要翻译的，尽管贴出来，我会及时翻译

F5_jxzjcn

谢谢热心的朋友

caihong

thanktoyilin,你真棒!有了你,我们就不愁了.

借用一位妈妈的话送给你:

我调动我所有的智慧和力量,去和我此生最困难的困难抗衡.我没有想到的是,我的人格也因此而升华

thankstoyilin

先不要谢我，有东西奉献出来是最重要的。如果材料有太多的生化专业词汇倒是有一点麻烦，其他的倒是问题不大。不过我想，大家是否应该侧重一些训练方面的材料，很多前沿探索性的东西毕竟遥远了一点。

pphhll

哪位能贴有关《解开人际关系之谜》、《儿童人际发展活动手册》的有关内容吗？谢谢！

爱心2006

Some Floor Time Basics

A Glossary of Floor Time Terms

Floor Time: A warm and intimate way of relating to a child. A floor time philosophy means engaging, respecting and getting in tune with the child in order to help the child elaborate through gestures, words, and pretend play what is on the child's mind. As a technique, floor time is a five-step process that is used to support the emotional and social development of the child.

Opening the Circle of Communication: Tuning in and following a child's special interest.

Closing the Circle: Allowing the child to bring  your extensions and expansions to a close.

Two-Way Communication: The child is able to have an emotional dialogue. Opening and closing circles can take place. You need to take an interest in and respond to the child, and the child responds with gestural and verbal reactions. (In typical children, this ability is evident when the child is 6 to 18 months months old.)

Observing: Noticing how the child is special and unique in style, rhythm and mood.

Engagement: Babies coo, smile, gesture and exchange motor movements with their partners. (0 to 8 months)

Following the Child's Lead: Seeing the child as the director and yourself as the assistant director of the activity.

Extending and Expanding the Drama: Tuning in to the child's imagination and ideas and taking them one step further through gestures and words.

Emotional Thinking: The child leans to elaborate fantasies and to make connections between different ideas. (3 to 5 years)

Shared Meanings: The child begins to communicate ideas with words or pretend play. Emotional themes enter the child's play. The child uses themes not only to express wants and needs but also to expand fantasies and creativity. (18 to 36 months)

Stages of Relating: Stages in emotional and social development of children.


The Five Steps in Floor Time
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.

爱心2006

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 peekaboo, 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

爱心2006

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
Another good description of the DIR Model The October/November, 1992 issue of Zero To Three contains an article called "Reconsidering the  Diagnosis and Treatment of Very Young Children with Autistic Spectrum or Pervasive Developmental Disorder" by Stanley Greenspan. The same issue also contains an article by Serena Wieder called "Opening the Door: Approaches to Engage Children With Multisystem Developmental Disorders," which is very nicely written and describes Floor Time. We have a link to the Zero To Three web site on our Links page. You can also contact them at (703) 528-4300 if you would like a copy of the issue mentioned above.

爱心2006

以上是关于FLOOR TIME 的一篇文章,现我们急需了解，希望thanstoyilin能帮忙翻译，十万分感谢