Floortime™

All children move through stages one building on the next. These stages are based on early emotional interactions. They provide the basis for our intellect, communication skills, and sense of self, as well as the basis for such familiar skills as counting and taking turns.

These functional skills are the underpinning of all advanced thinking, problem solving and coping.

Floortime Therapy believes that the key to unlocking a child’s full potential lies in the relationship between the child and caregiver.

It is a specific technique to both follow the child’s natural emotional interests and at the same time challenge the child towards greater mastery of their social, emotional, and intellectual capacities.


Click here for our Floortime brochure!



BENEFITS OF FLOORTIME THERAPY GOALS
Child
  • Child learns to relate, communicate, and think emotionally
  • Facilitates child’s capacity for warmth and attachment
  • Respects sensory preferences while gradually increasing tolerance
  • Communication through gestures leads to the use of words
  • Emotions are connected with intent, words, and ideas
  • Provide child with focused, nonjudgmental attention
  • Develop intentionality, motivation, curiosity, and exploration
  • Promote sustained and focused attention
  • Refine the child’s signal giving
  • Enhance mastery of sensorimotor and developmental challenges through the context of play
  • Broaden the repertoire of parent/child interactions
  • Develop a secure and joyful attachment between parent and child
  • Enhance flexibility and range in interactive capacities
Parent
  • Parent’s are integral partners in the child’s development
  • Increases a sense of closeness between parent and child
  • Increases a sense of competency in meeting the child’s needs
  • Develop better signal reading of their child’s cues and needs
  • Become more responsive and attuned to their child, allowing the child to take the lead in the interaction
  • Develop a sense of parental competence as a facilitator rather than as a director of the child’s activity
  • Take pleasure in their child in a totally non-prohibiting setting
  • Appreciate their child’s intrinsic drive for mastery and the various ways in which it is manifested
  • Change their internal image of each other to that of a competent parent and a competent child
Professional / Educational Setting
  • Easily integrated into classroom setting
  • Useful in 1:1, small group, and large group settings
  • Supports development in all areas, including intellectual, language, fine/gross motor, social emotional skills, and self motivation
  • Decreases secondary behaviors resulting from challenges in communication, relating, problem solving, and sensory processing