1. (DIR) Maude LeRoux Bulgaria May 2012

2. µ Ability of Regulation and Shared attention µ Foundation to development µ Adaptation of the child to his/her environment µ Just right balance in central nervous system µ All sensory systems are involved µ Sensory Modulation and Integration

3. µ Engagement with warmth, trust and intimacy µ Become interested in his/her world µ Connect with people µ Realizes it is fun to have people involved in his/her play µ Islands of engagement grow into longer attention span around relationship in play

4. µ Two way communication µ Purposeful and with intent µ Circles of communication – 3 way µ Child initiates, adult responds, child responds again on same topic µ Verbal or non-verbal µ Problem solving – motor planning and sequencing

5. µ Interactive problem solving µ Continuous flow µ 15 to 20 circles of communication µ Pretend play early sequences µ Focus on creating own ideas in play µ Bring life experiences to play µ Emerging skill in taking on another role

6. µ Functional Use of Ideas µ Expressing Feelings and Ideas µ Symbolic thinking µ Symbolic theme ladder µ Gray area, emotional thinking µ Abstract thinking µ Build drama from familiar scripts

7. 1. Nurturance and Dependency 2. Pleasure and Excitement 3. Curiosity 4. Power and Assertiveness 5. Anger and Aggression

8. 6. Limit setting – containing feelings 7. Fears and anxieties - separation, fear of injury, fear of catastrophe 8. Love, empathy and concern for others 9. Control – Not the fight and flight kind of control, but taking in roles that puts child in the power seat during play.

9. µ Building bridges between ideas µ Logic and real, shift gears between reality and fantasy µ Asking why questions µ Negotiation µ Problem solving at the symbolic level

10. µ As mature adults with a relatively intact developmental profile, we do all 6 levels at once. µ We delineate the different levels so we could understand where the potential breaking down points are. µ Children could skip steps because of their intellectual capacity.

11. µ Following the child’s lead and making it interactive µ Treat whatever the child is doing as intentional and purposeful µ Waiting µ Pacing µ Extend the child’s desire and sometimes play dumb.

12. µ Differentiate your actions from theirs µ Help them do what they want to do µ Put an enticement out there, get it started and see if the child takes to it – indirectness leads to less anxiety µ Give the child a problem to solve µ Playful obstruction

13. µ Build a scaffold of support first through familiarity, then offer a new and novel idea only one step ahead. µ Keep analyzing your new idea if it is going too fast too soon µ Undoing what you did is a response and counts as interaction, deal with it with a good dose of humor

14. µ Encourage exploration and the child’s choices µ Give old behaviors new meanings – redirect a routine behavior such as spinning and flapping of hands µ Join the child in their moment µ Do not back away from frustration or anger µ Validate emotions µ Open the door to symbolic play – representation