piwi philosophy
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PIWI Philosophy. Developed by Tweety Yates at the University of Illinois. PIWI = Parents Interacting with Infants. Competence Confidence Mutual Enjoyment. Competence. - PowerPoint PPT PresentationTRANSCRIPT
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PIWI PhilosophyDeveloped by Tweety Yates at the University of Illinois
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PIWI = Parents Interacting with
Infants
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Competence
Confidence
Mutual Enjoyment
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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.
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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.
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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.
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Individualizing Individual goals identified by
parents and embedded within the environment and interactions…includes IFSP goals.
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Facilitator Team 2 or more facilitators, often from
different disciplines, who interact with one another as they plan, execute and debrief a play group.
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Triadic Relationship 3 people
interacting in a way to enhance the learning, competence, confidence and mutual enjoyment of the interaction.
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Dyadic Relationship 2 people
interacting – this should be the parent and child in the play group, not the facilitator and the child.
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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.
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Why is Interaction Important?
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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?
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What is being learned? Feelings about self Expectations for others Expectations for self Motivation to learn and explore
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All aspects of development are affected: Emotional Social Cognitive Communicative Motor
The emotional experience of self as COMPETENT AND LOVED underlies all.
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Disabilities or a developmental delay can result in these interactive blocks:
Ability to self-regulate Responsiveness Initiation of interaction Predictability Exploratory and developmental
competence
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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
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DYADIC CHARACTERISTICS/STRATEGIES:
WHAT THE ADULT CAN DO
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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
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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
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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)
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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
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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
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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
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Kids on the Move Classes PIWI- Expanding (older) PIWI- Let’s Play (younger) Structured Feeding Motor Behavior Articulation--These are all PIWI classes, some are
just specialized PIWI classes.
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Natural Environment
“Natural Environments” means settings that are natural or normal for the child’s age peers who have no disabilities.
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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
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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
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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.
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Examples of Justification
Katie is an only child and has few children her age in her neighborhood. Class provides an opportunity for her to socialize and receive peer modeling.
Brian is one of triplets and parents are struggling to find time in the day to give him one-on-one time. Class provides a structured time each week to spend time with Brian.
Kim is not making developmental progress after 6 months of services in the home. Class will provide a more structured learning environment to address goals.
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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
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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)
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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)
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Music and Book Activities Integrate social, cognitive,
communicative, and physical development
Self-confidence/mastery of routine and repetition
Interactions with People Joy!!
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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
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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
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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
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Sibling Care Offered by the EEC For children 2mo. Through the
first day of 1st grade (6 yrs) Three Rooms: 1. 2 month-1 year olds (Jane)2. 1-2 year olds (Ruth/Lacy)3. 3 year olds and over
(LaRayne/Lia)
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Sibling Care Limited space available due to
licensing teacher to child ratio requirements
1:4 Ratio in baby class (4 slots for sibs) 1:6 Ratio in Toddler class (5 slots for
sibs) 1:17 Ratio in Over 3 class (10 slots for
sibs) Each child needs a child registration
filled out plus a copy of their immunizations
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Sib Care Sign Ups LaRayne 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