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Wednesday, March 2, 20169:00 – 10:00 AM

Welcome to today’s webinar!

Florida Maternal Infant & Early Childhood Home Visiting Initiative

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Today’s audio will be coming through your computer, so please make sure that your volume is turned up. When you join the webinar you will automatically be muted by the webinar organizer.

Presenter: Dr. Louise BoothbyDevelopmental Consultant

Playtime 1-2-3

Creating Playful & Engaging Experiences

for Children with Developmental Delays

Opening Remarks

Playtime 1‐2‐3AssessmentBest Practice

Coaching

Play 2 Learn 4 School Success

Needs Assessment: What Do You Believe about Children with Developmental Disabilities?

…their parents need ongoing support from other parents

…have better outcomes if they get the help they need early

…learn at their own pace

…benefit from fun developmental experiences at home/school

…can be in school with their typically developing peers

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Theory Philosophy Daily Experiences

Needs Assessment: What Do You Want to Know about Developmental Disabilities?

1. Atypical Development: Delay, Deviance and Disassociation

2. Age-Appropriate Curriculums for Children Diagnosed with Developmental Delays

3. Risk Factors Influencing Development

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Needs Assessment: What Do You Want to Know about Developmental Disabilities?

4. Sensory Issues Secondary to Developmental Disabilities

5. Temperaments & Challenging Behaviors Secondary to Developmental Disabilities

6. Creating Intentional Relationships & Responsive Caregiving

7. Interpreting Screening Results for Children with Low Scores

8. General Factors Influencing Development9. Environment Arrangement While Waiting for Further

Comprehensive Evaluations10. Rates of Typical Development

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Assessment

Playtime 1-2-3

1. Diagnosis2. Functional Assessment3. General Development4. Family of Caregivers5. Communities & Neighborhoods

Factors Influencing Development

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

All children have a diagnosis relative to how the brain has developed; most infants are born perfectly normal yet 3% of the general population will be diagnosed with disabilities, i.e., there is irreversible damage to their brains.

Factors Influencing Development

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

Factors Influencing Development

All children are entitled to a functional assessment, i.e., an objective way to observe them across their developmental levels.

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

For each month of age there should be one month of progress:

Rates of Development

12 24 36

Age

Functioning

Contribution by Dr. Mary Paven, USF Health & All Children’s Hospital

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Early Milestones All About Sarasota Kids

Delay

Deviance

Disassociation

What does a diagnosis look like?

A significantly slow rate of development across all or specific domains

Delay• Alerting to sound & orienting to voices

• Soothing when picked up

• Showing evidence of a social smile

• Cooing, babbling & eventually talking, listening, gesturing, laughing, following directions…

• Supporting weight, rolling, sitting, cruising, walking, climbing…

• Manipulating fingers, transferring & lifting objects, reaching, grasping…

• Making marks on paper with a crayon, scribbling, imitating strokes, drawing circles, naming colors…

Delay means a child who is not…

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An abnormal or atypical

pattern

Deviance

• Talking but cannot understand their words—may need Speech Therapy (ST)…

• Walking but falls easily, frequently or bumps into furniture, people—may need Physical Therapy (PT)…

• Reaching, grasping but with one side of the body—may need Occupational Therapy (OT)…

Deviance means a child who is not…

A situation where 2 streams of development vary significantly in their rates

Disassociation Disassociation means the child is…

• Able to use hands and fingers well (Fine Motor) but movement with large muscles (Gross Motor) is lacking balance, symmetry and quality.

• Able to think and talk at the same level but both are lower than chronological age (CA).

• Able to communicate but unable to relate to peers socially and may have difficulty controlling personal space, entering a group.

The Pyramid Model:Promoting Social and Emotional Competence

and AddressingChallenging Behavior

Tertiary Few Families  →

SecondarySome

Families →

Universal

All Families →→

Center on the Social and Emotional

Foundations for Early Learning

Best Practice

Playtime 1-2-3

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Factors Influencing Development

All children follow a course of general development related to their physical growth and development.

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

Infant-Toddler Certification Training Series in Sarasota: STAR Babies

Review of Curricula Beyond Cribs & Rattles (Creative Center for Childhood Research & Training, Inc.)

Cradling Literacy (Zero-to-Three)

Planning & Caring for Infants & Toddlers (Suncoast Technical Institute Course)

WestEd Center for Child & Family Studies

Living in Everyday Moments (FSU-Center for Prevention & Early Intervention Policy)

The Creative Curriculum for Infants & Toddlers (Diane Trister-Dodge)

Partners for a Healthy Baby (FSU-Center for Prevention & Early Intervention Policy)

Positive Behavior Supports (The Center on the Social-Emotional Foundations for Early Learning)

(Boothby, 2012-2015, Infant-Toddler Training, Early Learning Coalition of Sarasota County)

Go to and start…

Where the child is… Developmentally

Trust Sensorimotor Play

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Body to Toys & Play Materials

“Fluid”→

Process→

Symbol→

Structured

Product

Sign

Construction Play: Developmental Progression

Process Practice…

Product

Coaching

Playtime 1-2-3

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Building Playful Experiences & Interactions

Toys & Play 

Materials

Types

Arrangement

Adult Interactions

Amount

PLAY OVERVIEW

FOUR TYPES OF PLAY(Sara Smilansky, 1968)

Sensorimotor or Functional—“Whole Body Movement”

Construction: “Fluid” or Messy → Structured

Dramatic, Fantasy or Pretend—Microspheric: In the “miniature”—Macrospheric: In the “real-life size”

Games with Rules—Requires the ability to take the perspective of another & de-

center from self—Reserved for the play of older children

Sensorimotor Play

“Fluid” Construction Play

Children use “Fluid,” Messy & Structured Construction Play Materials

and develop from being

Sensorimotor, Process Players (Toddlers)to being able to

Create Realistic Productsto understanding the differences between

Symbols: & Signs (C-A-T)

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“Fluid” & Structured Play Materials

Fluid/Messy

WaterSand

Finger PaintMudClay

Playdoh™Crayons

Paint w/ brushesPens

Pencils

Structured

Unit blocksHollow blocksColored blocks

Lego™Lincoln LogsBristle BlocksForm Boards

Montessori MaterialsTinker Toys

Puzzles

“Fluid” – Structured ConstructionContinuum of Objects

FLUID------------------------------------------------------------------------------------STRUCUTRED

↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑ ↑Water for Water Play Wet Sand

↑ ↑ ↑ ↑ ↑ ↑

Finger Paints Clay & Playdoh™ Montessori Materials↑ ↑ ↑ ↑

Dry Sand Drawing Equipment Form Boards↑

Lego™ Puzzles↑

Easel Paints↑

Unit Blocks

Source: Wolfgang, C.H., 1977, Helping Aggressive and Passive Preschoolers Through Play.

Outside Solitary Fluid Construction Play

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Structured Construction Play Microspheric Symbolic Play

Macrospheric Symbolic Play Formula for Calculating Play Spaces

3 Play Spaces per Child across the 3 Kinds of Play

3‐4 Infants = 9‐12 Play Spaces6‐8 Toddlers = 18‐24 Play Spaces

SPACES…not the number of activities

(Prescott & Kritchevsky, 1969)

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“Childrenshouldbeabletodotheirownexperimentingandtheirownresearch.Teachers,ofcourse,canguidethembyprovidingappropriatematerials,buttheessentialthingisthatinorderforachildtounderstandsomething,hemustconstructithimself,hemustre‐invent.”

Jean Piaget, 1972, p.  27

Factors Influencing Development

All children are born into a family of care-givers who give them the essential attention and experiences they need to grow and develop as milestones appear.

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

Read

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Story-Telling

Talk

Listening Play

Move

75% of families benefit from informal supports rather than professional interventions

Research Shows…

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CAREGIVERS PROFESSIONALS

Perspectivesand Choice

Expertise

Mutual Respect

Professional ExpertiseValued

Parent KnowledgeVital Contribution

(Goodman, 1994)

Family-Centeredness

EMPOWERMENT

All children need their communities and neighborhoods as they are important to a family’s support and functioning.

Factors Influencing Development

University of South Florida, College of Medicine, Department of Pediatrics, 

Division of Child Development & Neurology, Early Intervention Program, 2000

Play to Learn… Learn to Play…

Questions & Answers

Please Complete Evaluations

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Adjourn

Louise H. Boothby, Ph.D., ITDSDevelopmental Consultant

Playtime 1-2-3Assessment Best Practice Coaching

Play 2 Learn 4 School Success

Sarasota, FL 34276941-266-8011

LHBoothby@gmail.com

www.drlouiseboothby.com

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Creating Playful & Engaging Experiences for Children with Developmental Delays

Louise H. Boothby, Ph.D., ITDSDevelopmental Consultant

Playtime 1-2-3Assessment Best Practice Coaching

Play 2 Learn 4 School Success 73

Opening Remarks