Lower school occupational therapist Anjali Patel, MS, OTR/L took a course on understanding and supporting the social-emotional development of children through a developmental, relationship-based approach, part of the DIR® Floortime™ training series. She plans to use the FEDC framework (Functional Emotional Developmental Capacities) here at MMFS to better understand each student’s emotional and social readiness before addressing academic or motor goals.
Thanks to a grant from the MMFA PA, last summer I had the opportunity to participate in DIR 201: Providing Basic Functional Emotional Development Capacities through the International Council on Development and Learning (ICDL). This is the second course in the DIR® Floortime™ training series, a 14-week, 42-hour program that focuses on understanding and supporting the social-emotional development of children through a developmental, relationship-based approach. (DIR stands for “Developmental Individual-differences and Relationship-based Model.”) I chose to take this course as I was transitioning to working with the youngest students at school. DIR 201 offered an opportunity to learn from experienced professionals across disciplines and to gain concrete tools and strategies. I was particularly interested in deepening my ability to recognize and support the foundational stages of regulation, engagement, and communication in young children, which are all skills that are essential for participation, learning, and relationship-building.
The course deepened my understanding of certain Functional Emotional Developmental Capacities (FEDCs) and provided practical strategies to support students’ needs within my occupational therapy practice. In the course, I explored each capacity in depth:
The class was highly interactive and reflective, requiring two formal presentations in which each participant video-recorded a therapy or play session with a client. Since the course took place over the summer, I used sessions with several of my private clients for these assignments, with parent consent. I presented my videos to a small group of about 15 parents and professionals, received detailed feedback from peers and the instructor, and provided feedback on others’ presentations as well.
Throughout the course, the class analyzed video clips to identify which FEDCs were being demonstrated, which DIR strategies were being used, and how therapist interactions could be adjusted to promote deeper engagement and communication. Homework assignments included observing children, watching informative videos, and reading research articles, followed by reflective questions to apply learning. This hands-on process was invaluable in helping me refine my observation skills, reflect on my own practice, and translate theory into meaningful, individualized support for the students I work with.
I intend to apply these skills by integrating a more developmental and relationship-based lens into my therapy sessions. I plan to use the FEDC framework to better understand each student’s emotional and social readiness before addressing academic or motor goals. I have learned that it is essential to first ensure a child is regulated, and when needed, to use co-regulation strategies to help them reach a calm and organized state before expecting engagement or higher-level interaction. By recognizing where a child is functioning within the FEDCs, I can tailor interventions that foster regulation, build trust and engagement, and promote purposeful communication—whether during play, structured tasks, or group activities.
