What is DIR?
DIR is an evidence-based and developmental relationship-based approach. DIR stands for Developmental, Individual and Relationship. In the DIR model, we use functional emotional developmental capacity (FEDC) as a framework to look at each child’s development, especially in social-emotional-cognitive capacity. By understanding each child’s FEDC, our therapists and teachers can scaffold your child’s learning and tailor intervention programmes with developmentally appropriate and functional activities that are emotionally meaningful to the child.
Within the DIR model, teachers and therapists understand that each child has their own unique way of learning. More importantly, the DIR model supports parents and those around the child’s environment to understand the child’s strength and constriction, in order to foster their learning by providing ‘just right challenge’, e.g. their ability to process sensory information, their language development, their praxis and motor planning skills, and more.
The core of the DIR model is to use the beauty of human relationships to support each child’s regulation and challenge their development using emotional experiences, including providing the ‘just right challenge’, allowing children to explore different emotions and feelings, spontaneously use ideas in play, and learn to interact with others.
Welcome to The Children’s Centre
At TCC, we are committed to nurturing the growth and development of every child. One of the key approaches we use is DIRFloortime®, a comprehensive, relationship-based intervention designed to enhance children’s emotional, social, and cognitive growth.
DIR® model differs from traditional medical and behavioural models by prioritising emotional and relational development over solely focusing on symptoms or behaviours. While medical and behavioural approaches often aim to modify specific behaviours through external reinforcement or interventions, DIRFloortime®emphasises understanding the child’s emotional needs and individual differences, fostering genuine connections through play. As a psycho-social model, DIRFloortime® integrates emotional, social, and developmental aspects, recognising that a child’s well-being is deeply influenced by their relationships and interactions within their environment, ultimately promoting holistic growth and resilience.
What is DIR®?
The DIR® model, which stands for Developmental, Individual-difference, and Relationship-based, is a framework for understanding and supporting a child’s emotional and developmental growth. Developed by Dr. Stanley Greenspan, the DIR® model emphasises three key components:
Developmental: This aspect focuses on the stages of emotional and cognitive development. It recognises that children progress through specific developmental milestones, and interventions should be tailored to support them at their current level.
Individual-difference: This component acknowledges the unique sensory processing styles and individual needs of each child. Understanding a child’s specific characteristics, such as their sensory preferences and emotional responses, is crucial for effective support.
Relationship-based: This element highlights the importance of emotional connections and interactions between children and their play partners. Building strong, nurturing relationships fosters a secure environment where children can explore, learn, and develop social-emotional skills.
The DIR® model, particularly through its DIRFloortime® approach, emphasises respect for children by recognising their unique developmental paths and individual needs. It values each child’s perspective, fostering an environment where they feel safe and understood. By engaging with children at their level of interest and ability, play partners show respect for their autonomy and choices.
This respectful engagement not only deepens emotional bonds but also empowers children, fostering their confidence and sense of independence. Ultimately, the DIR model cultivates a supportive environment where children are valued as active contributors to their own learning and growth.
What is DIRFloortime®?
Floortime is a key component of the DIRFloortime® approach, focusing on engaging children at their level through play and interaction. It involves getting down on the floor with the child, literally and figuratively, to create a playful and supportive environment where they feel safe and understood.
Child-Led Play: In Floortime, the child takes the lead in play activities. By following the child’s intention, we encourage them to express their interests, emotions, and ideas, fostering autonomy and confidence.
Emotional Connection: The primary goal of Floortime is to build a strong emotional connection between the child and the play partners, which is vital for the child’s emotional and social development.
Engagement: Engaging is about sharing joy and connecting with others. Through meaningful interactions, children learn how people and their environment relate to them, opening doors for deeper connections and social understanding.
Meaning Making: Activities in Floortime are designed to be meaningful, allowing children to feel connected and related to their environment and the people within it. This sense of meaning fosters a deeper understanding of their experiences and encourages exploration.
Co-Regulation: This involves play partners helping children manage their emotions and behaviours by providing support and guidance. Co-regulation fosters a sense of safety and stability, allowing children to develop their own self-regulation skills over time.
Reflecting on Experiences: During play, play partners encourage children to reflect on their experiences and ideas, helping them make sense of their emotions and thoughts, which is essential for cognitive and emotional development.
Fun and Enjoyment: Floortime emphasises the importance of fun in learning. Engaging in enjoyable activities motivates children to participate actively and enhances their willingness to explore new ideas and concepts.
We are proud to be a transdisciplinary team, meaning our professionals from various disciplines work collaboratively to provide holistic support for your child. This approach integrates the expertise of specialists—such as educators, therapists, and psychologists—into a cohesive strategy tailored to your child’s unique needs.
A key component of our work is the focus on Functional Emotional Developmental Capacities (FEDCs), which are vital for healthy emotional and social development and significantly influence long-term academic success:
Capacity 1: Self-Regulation and Interest in the World (earliest emergence 0 to 3 months)
This capacity focuses on helping children learn to manage their sensory experiences and develop an interest in their surroundings. Mastering self-regulation allows children to balance sensory input while remaining calm and attentive.
Capacity 2: Engaging and Relating (earliest emergence 2 to 7 months)
This capacity emphasises the formation of emotional bonds, particularly with primary caregivers. As children engage with their play partners, they learn to express affection, fostering intimacy and laying the groundwork for future relationships.
Capacity 3: Intentionality and Two-Way Communication (earliest emergence 3 to 10 months)
This stage involves the development of reciprocal communication skills. Children learn to express their needs and emotions, while play partners respond appropriately, creating a back-and-forth interaction that strengthens their connection.
Capacity 4: Complex Communication and Shared Problem Solving (earliest emergence 9 to 18 months)
This capacity focuses on helping children understand and manage their emotions. As they begin to recognise their feelings and those of others, they develop empathy, which is essential for social interactions and relationships.
Capacity 5: Using Symbols and Creating Emotional Ideas (earliest emergence 18 to 48 months)
At this stage, children start to engage in imaginative play and storytelling. This creative expression allows them to explore their emotions and experiences, enhancing their cognitive development and understanding of the world.
Capacity 6: Logical Thinking and Building Bridges between Ideas (earliest emergence 3 to 4 1/2 years)
This capacity integrates emotional understanding with logical reasoning. Children learn to think critically and solve problems while considering their feelings and the feelings of others, preparing them for more complex social interactions and decision-making.
In addition to supporting children, we are dedicated to empowering caregivers. By equipping play partners with the tools and knowledge they need, they can effectively support their child’s development at home and in the community. Our collaboration with families is essential for fostering a nurturing environment that encourages growth.
Through DIRFloortime®, our trained professionals build trust, support developmental milestones, and encourage positive social interactions. By nurturing these capacities early on, we empower children to thrive academically and socially, setting the stage for lifelong success.
We invite you to explore the benefits of the DIRFloortime® approach and how it can support your child’s journey towards emotional and social growth. Together, we can create a nurturing environment that empowers children to reach their full potential.