The most important factor that distinguishes DIR Floortime application from other approaches; It considers the child not only on behavior, but also on developmental stages and relationships, and offers a process adapted to the individual-sensory characteristics of each child. In floortime sessions, the adult interacts with the child by following his interest; By deepening interaction, it supports the child's skills in mutual communication, developing joint attention and sharing feelings and thoughts. Although the duration and frequency of application varies depending on the child's age, developmental level, sensory sensitivities and family participation, it is planned with regular follow-up and structured goals. In this respect, DIR Floortime aims to support the child's social-emotional development while enabling him to establish more functional communication and maintain relationships in daily life.
Child Youth Counseling
D.I.R Floortime
DIR Floortime is a developmental intervention approach that aims to strengthen children's emotional and social skills by focusing on their developmental stages, individual differences and relationship-based interactions.
D.I.R Floortime
Child Youth CounselingDIR Floortime is a development-based intervention approach to support the developmental needs of children from infancy to adolescence and strengthen their emotional and relational skills. DIR; It is based on Developmental, Individual Differences and Relationship-based components. With the Floortime approach, it is aimed to recognize the child's strengths and aspects that need support, to create a support plan appropriate to the child's individual characteristics, and to develop the child's daily life skills through social communication. Thanks to this approach, it can be more clearly observed at what level the child is compared to his/her peers in areas such as social communication, emotional regulation, initiating and maintaining interaction, problem solving, play skills and flexibility. In the light of the observation and evaluation information obtained, development support programs that can be applied at home and in the educational environment can be planned for the child; The process can be made more functional with the cooperation of family, educator and specialist.
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