Developed by Tweety Yates at the University of Illinois PIWI Philosophy Developed by Tweety Yates at the University of Illinois

PIWI = Parents Interacting with Infants

Competence Confidence Mutual Enjoyment

Competence Children have opportunities to demonstrate competence and to expand on it while exploring the environment, interacting with others, and meeting IFSP goals. Parents demonstrate their skills as a parent and expand on them while observing their child’s competence.

Confidence Both parent and child should have confidence in themselves and their abilities; they should have many opportunities to become aware of their abilities and feel good about what they’re doing.

Mutual Enjoyment Parent and child should feel secure and enjoy being together in the setting. Parents should gain ideas of how to transport these enjoyable activities to home and the community.

Individualizing Individual goals identified by parents and embedded within the environment and interactions…includes IFSP goals.

Facilitator Team 2 or more facilitators, often from different disciplines, who interact with one another as they plan, execute and debrief a play group.

Triadic Relationship 3 people interacting in a way to enhance the learning, competence, confidence and mutual enjoyment of the interaction.

Dyadic Relationship 2 people interacting – this should be the parent and child in the play group, not the facilitator and the child.

Developmental Topic Every play group is organized around a developmental topic selected to highlight the children’s developmental competencies and interests and move towards meeting the child/parent goals on the IFSP.

Why is Interaction Important?

What is the child learning from this interaction? What is the adult learning from this interaction? What are the dyad partners learning about each other from this interaction?

What is being learned? Feelings about self Expectations for others Expectations for self Motivation to learn and explore

All aspects of development are affected: Emotional Social Cognitive Communicative Motor The emotional experience of self as COMPETENT AND LOVED underlies all.

Disabilities or a developmental delay can result in these interactive blocks: Ability to self-regulate Responsiveness Initiation of interaction Predictability Exploratory and developmental competence

Why emphasize parent-child interaction in EI? Critical for healthy relationships Certain characteristics of interaction appear to support better developmental outcomes Interpersonal interaction is a spontaneous, natural process that results from natural tendencies of both partners Some individual differences in child (disability) or in parent (stress) may present unique challenges to the interactive partner Successful parent-child interaction promotes child development, mutual pleasure, and a sense of competence in both partners

DYADIC CHARACTERISTICS/ STRATEGIES: WHAT THE ADULT CAN DO

Set the stage for interaction Position self and child so that mutual gaze and joint action are possible Provide objects and events appropriate to the child’s development and understanding Physically support the child if needed to obtain freedom to interact with others and with objects

Maintain child’s interest and attention: Establish yourself as an interesting partner Maintain a warm, encouraging manner Provide clear emotional cues Use novelty and exaggeration to capture interest Be sensitive and responsive to the child’s emotional expression Regulate the pace of the interaction in response to the child’s mood and emotional cues Recruit the child’s attention when unengaged or unfocused Introduce new focus or activity when needed

Establish reciprocal roles Respond to child’s initiations Establish predictable, reciprocal interaction routines Provide time for the child to take a turn Let the child know that a response is expected…then wait Imitate…then wait (imitation game)

Match and Follow Observe, interpret, and join the child’s focus of attention and interests Maintain the topic of child’s initiations Comment on the child’s activities and interests

Support developmentally more challenging participation Elaborate on the child’s communicative attempts Add new actions and elements to established interaction routines Balance support (suggestion, demonstration) with expectations/opportunities for independence Pose “dilemmas” for the child to solve

Goals of a Dyadic Interaction Provide pleasure through interaction for both partners Promote self-efficacy and self-esteem in both partners Provide experiences that promote optimal development and learning in the child Affirm and strengthen the parent-child relationship

Kids on the Move Classes PIWI- Expanding (older) PIWI- Let’s Play (younger) Structured Feeding Motor Behavior Sensory Transition Kindermusik Music & Movement Storytime --These are all PIWI classes, some are just specialized PIWI classes.

Natural Environment “Natural Environments” means settings that are natural or normal for the child’s age peers who have no disabilities.

When to Refer a Child to Classes After several months of visiting a child/family When services can’t be met in the child’s natural environment Several months of not making developmental progress Must go through playgroup referral process. (see handout)

Justification Statement Justification statement is only needed for services which are provided to the CHILD and which are not provided in the natural environment No Justification statement is needed for services to PARENTS Reasonable justification statement: Links to concerns Links to outcomes The service can actually address the reason stated in the justification

The IFSP must include “a justification of the extent, if any, to which the services will not be provided in a natural environment”. A justification statement may be reflective of the family’s concerns and priorities, or a determination that the natural environment are not conducive to achievement of the child and family outcomes.

Goal(s) on the IFSP Goal(s) for center-based services Should have a goal on IFSP to address the goal that shows the skill working on in the class room and how they will be able to implement in their Natural Environment.

Example Goal(s) Bill will decrease hitting other children so that he will be able to interact with peers in his neighborhood playgroup. Parents will learn strategies/tools to help Bill interact with other children so that he will be able to interact with peers in his neighborhood playgroup.

How PIWI is applied at KOTM Most classes run for 1 ½ hours; typically from 9:30-11:00 or 11:30-1:00 Tues –Friday one time a week for each individual class. Structured classes run 2 times a week for each individual class

PIWI Schedule (sample) Free time (9:30-10:00) Motor room (10:00-10:20) Snack time (10:20-10:35) Books (10:35-10:40) Music Time (10:40-11:00)

Structured PIWI Schedule Motor room (11:30-12:00) Transition Activity (12:00-12:05) Learning Box (12:05-12:25) Snack (12:30-12:45) Structured/Social Activity (12:45-12:55) Music (12:55-1:00)

Music and Book Activities Integrate social, cognitive, communicative, and physical development Self-confidence/mastery of routine and repetition Interactions with People Joy!!

Free Play Promote social interactions between the children and other adults through play Follow the child’s lead in play Model and expand communication in a conversational, fun way Build play and fine motor skills

Motor Activity Promote social awareness of body and space Strengthening muscles Improving balance and coordination Using communication and social skills Encourages social interaction, turn taking

Snack Time Promote self-feeding, fine motor skills—We LOVE messes!!! Promote self-help skills, i.e. washing hands, clean-up Promote social skills Promote communication by requesting, pointing, naming, commenting, choosing

Sibling Care Offered by the EEC For children 2mo. Through the first day of 1st grade (6 yrs) Three Rooms: Infant (2 month-1 year olds) Toddler (1-2 year olds) “Big Kids” (3 year olds and over)

Sibling Care Limited space available due to licensing teacher to child ratio requirements 1:4 Ratio in baby class (2 slots for sibs) 1:6 Ratio in Toddler class (2 slots for sibs) 1:17 Ratio in Over 3 class (10 slots for sibs) Satellite center has looser standards and can take up to 10 kids of varying ages Each child needs a child registration filled out plus a copy of their immunizations

Sib Care Sign Ups Child care director adds sibs to the list & all sib sign ups must go through her for day classes. Evening childcare sign up is with KOTM receptionist Sib List available to view on the network: (Ei-ecc/playgroups/asibcarelist/currentsibcarelist) Some kids are put on “overbooked” and some on the “waiting list” LaRayne moves kids up as appropriate