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

2. PIWI = Parents Interacting with Infants

3. Competence Confidence Mutual Enjoyment

4. 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.

5. 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.

6. 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.

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

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

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

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

11. 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.

12. Why is Interaction Important?

13. 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?

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

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

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

17. 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

18. DYADIC CHARACTERISTICS/ STRATEGIES:
WHAT THE ADULT CAN DO

19. 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

20. 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

21. 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)

22. 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

23. 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

24. 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

25. 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.

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

27. 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)

28. 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

29. 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.

30. 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.

31. 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.

32. 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

33. 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)

34. 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)

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

36. 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

37. 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

38. 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

39. 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)

40. 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

41. 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