Parent

You may have heard people say, “all Occupational Therapists do is play”— and they’re not wrong! Through play, we use our knowledge and skills to support children’s development in meaningful and engaging ways.

At Explore and Soar, one of our core values is Connections for Life. We prioritise strong relationships with our clients, families, and community, knowing that connection is central to achieving meaningful outcomes. The most powerful of these is the parent or caregiver–child relationship, and strengthening this bond is at the heart of what we do.

Our team is trained in the DIR/Floortime Model, developed by psychologist Stanley Greenspan. This relationship-based approach underpins our therapy and focuses on supporting each child’s development through connection, play, and individualised strategies.

What is DIR/Floortime?

DIR stands for Developmental, Individual Differences, and Relationships-Based. This model recognises each child’s unique developmental stage and personal profile, while using the parent–child relationship to support growth across key developmental areas.

In our sessions, therapists work alongside both the child and caregiver. We model strategies through play, provide opportunities for parents to practise them, and offer real-time coaching and feedback. This approach not only supports skill development but also builds confidence in applying these strategies at home — where it matters most.

Key Components of DIR

Developmental (D)

Children develop through a series of Functional Emotional Developmental Capacities, which build the foundation for social, emotional, and cognitive growth. These range from early regulation and engagement to complex thinking and reflective skills into adulthood.

There are nine (9) essential Developmental Capacities in building the foundation every child needs for optimal emotional-social growth and development. These nine levels outline vital developmental domains, even identifying the last three domains work from adolescence to adulthood. How amazing is that?!

1. Regulation and interest in the world (0 – 3months)
2. Engaging and relating – often referred to as ‘falling in love’, think cooing baby (2 – 5 months)
3. Intentionality and two-way communication (2 – 10 months)
4. Complex communication and shared problem solving (10 – 18months)
5. Using symbols and creating emotional ideas (18 – 30 months)
6. Logical thinking and building bridges between ideas (30 – 48 months)
7. Multiple perspectives (4 – 7 years)
8. Grey area thinking (6 – 10 years)
9. Reflective thinking and internal standard of self (10 years to adulthood)

During our parent coaching sessions we often reference DIR/Floortime through this visual representation. We hope this looks familiar!

Individual Differences (I) 

Every child processes and responds to the world differently. This includes sensory processing, movement, communication, and problem-solving. Understanding these differences helps tailor therapy to each child—and can also support parents in reflecting on their own preferences and interactions.

Relationships-Based (R)

Strong, responsive relationships are essential for learning. Through connection, co-regulation, and shared interactions, children build the skills needed for development. Therapists support families to strengthen these interactions in everyday life.

Key DIR Strategies

Affect

Using facial expressions, tone of voice, and body language to engage a child emotionally supports connection, regulation, and learning.

Co-regulation

By tuning into and responding to a child’s emotional state, caregivers help them feel supported and regulated. This might mean matching their energy or gently guiding them back to a calm state.

Two-way Communication

Back-and-forth interactions — both verbal and non-verbal — help children understand the impact of their communication and build foundational social and language skills.

Using Floortime at Home

Floortime is a play-based approach that encourages connection, communication, and emotional development. Through playfulness, Floortime allows the fundamental connection in addressing and co-working on the DIR areas of development for each client. Some simple strategies include:

• Set aside uninterrupted time (10–30 minutes) once a day with your child
• Follow your child’s lead and join their play
• Expand play by introducing emotions and new ideas
• Turn actions into shared interactions
• Be kind to yourself—this is a learning process for both you and your child

How Explore and Soar Can Help

We integrate DIR/Floortime principles into all our sessions, creating fun, engaging, and meaningful therapy experiences. We also prioritise parent coaching, empowering families to confidently apply these strategies at home.

If you’d like to learn more or incorporate these approaches into your sessions, we encourage you to speak with your therapist or contact our team.

As Stanley Greenspan said, “Let’s help our children become the poets of their inner lives.”

Until next time,
Sophie

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If you’d like to chat more, please don’t hesitate to contact us today! Call us on 0477 708 217 or email admin@exploreandsoar.com.au

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PUBLISHED APRIL 2026

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Is Emotional Regulation just about your emotions?

Emotional regulation is often described as something children can master through reminders, practice, or self-control. Parents are encouraged to help their child calm down, use their words, or manage big feelings. Yet for many families, this explanation doesn’t fully reflect what they see day to day.

You might notice your child copes well one day and struggles the next, or that a transition they managed yesterday suddenly feels overwhelming. School drop-off, after-school routines, or simply leaving the house can look entirely different depending on the day — even when nothing obvious has changed. That inconsistency can feel confusing, exhausting, and at times disheartening.

But what if emotional regulation isn’t just about emotions? What if it’s about a developing nervous system still learning how to navigate a busy, demanding world?

What is the body’s nervous system?

Each person’s body has their own nervous system. It is made up of the brain, spinal cord and nerves. The nervous system is the body’s command centre, shaping thoughts, emotions and actions. It makes everyday activities like walking, talking, swallowing, breathing, and learning possible and it also plays a vital role in how your body handles stress, helping you react quickly and appropriately to challenges. By processing information from your senses, the nervous system interprets what’s happening around you and directs how your body responds.

What is Polyvagal Theory?

Polyvagal Theory offers a helpful framework for understanding why children can cope well one day and struggle the next. It explains how the nervous system is constantly and automatically scanning the environment, relationships, and the body for cues of safety or threat — outside of conscious awareness. At a subconscious level, a child’s body is always asking, “am I safe enough right now?” to determine what to do next.

In the Polyvagal theory, safety and threat aren’t about actual danger. They’re about how the nervous system interprets what’s happening, based on sensory information from both outside and inside the body.

The nervous system takes in information through the senses — sight, sound, touch, and smell — as well as from within the body, including balance, body awareness, muscle activation, breathing, fatigue, hunger, and daily rhythms. When this input feels organised and manageable, the world is more likely to be experienced as safe. When it feels overwhelming, unpredictable, or difficult to process, the nervous system may register threat — even when nothing dangerous is happening.

What Are The Three Main States of the Nervous System?

Polyvagal Theory describes three main nervous system states that children move through across the day. These states are neither good nor bad. They are protective responses designed to help the body cope based on what it feels it needs. 

The Ventral State

The Ventral System is activated when a child’s nervous system feels safe enough. This state supports connection, learning and emotional flexibility and children can often engage with others, communicate, play and cope with everyday challenges. Emotions still come and go, but they are more manageable. 

A child might feel frustrated or disappointed, but they can recover with support. This is often the version of your child you recognise most easily; curious, warm, playful and capable.

•  At home:  they may enjoy play, conversation and connection.
• At school: this may look like a child who can participate in group time, follow routines, engage in learning or accept help.  
• In the community: they are more able to tolerate change and differing sensory inputs. 

The Sympathetic State

The Sympathetic system is activated when the child’s nervous system starts to feel overwhelmed. This is the state of mobilisation, protection, agitation or feeling frantic. The body prepares for action to find an internal sense of safety, such as the need to escape, defend or regain control. This is not a child choosing to misbehave, it is the nervous system responding to a load that it cannot currently cope with. A child may appear anxious, restless, angry, or explosive. You might see meltdowns, yelling, hitting, running away, refusing tasks or constant movement. 

• At home: this may also show up during everyday routines that place multiple demands on the body at once. For example, a child may become dysregulated during the evening routine, resisting getting dressed, shouting during dinner, or becoming upset over small requests.
• At school: this can look like difficulty sitting still, emotional outbursts, struggling with transitions or difficulty engaging with peers. 
• In the community: this can occur in situations that require constant scanning and adjustment. A child may become anxious or reactive when entering a birthday party, sports game, or busy cafe, especially when there is loud noise, unpredictable movement, and social expectations. 

The Dorsal State 

The Dorsal State is activated when a child’s nervous system is overwhelmed. This is the state of shutdown or collapse. When stress feels too much and escape doesn’t feel possible, the nervous system slows everything down to protect itself. A child may withdraw, go quiet, zone out, avoid interaction or appear flat and exhausted. 

• At home: they may collapse after school, retreat to their room or struggle to engage or communicate. 
• At school: they may sit quietly, not ask for help and slip under the radar. 
• In the community: they may avoid participation altogether, seeking close contact with a parent or avoid interacting with others. 

This response is often misunderstood as a lack of motivation or disinterest, when in fact it is a nervous system trying to cope.

Why is there no predictability with my child’s emotions and ability to cope everyday?

One of the hardest things for parents is how quickly and unpredictably children can shift between states. A child may cope well in one environment but struggle in another because the nervous system responds to the total load it’s carrying — not just what’s happening in the moment. Sleep, sensory input, social demands, emotional stress, fatigue, hunger, excitement, and change all build up across the day.

Sensory processing and motor development play a significant role. For children who find it difficult to organise sensory input or who have delays in postural control and movement, everyday tasks can require far more effort. Sitting upright, filtering background noise, coordinating movement, or simply feeling grounded in their body can be exhausting. When the body doesn’t feel steady, the nervous system reaches overload more quickly and takes longer to return to a calm, connected state.

Viewed through this lens, behaviour begins to make different sense. Instead of asking, “why is my child doing this?” we might ask, “what state is their nervous system in — and what does their body need right now?”

How does Explore and Soar help through Polyvagal Theory?

We use this framework to support children and families at a foundational level, looking beyond behaviour to understand nervous system states, sensory processing, and motor development. In therapy, we prioritise safety, connection, movement, and sensory support before expecting engagement or skill use.

We also ensure parents, teachers, and educators are supported to understand what they’re seeing at home, school, and in the community. Through shared understanding, training, and practical strategies embedded across everyday environments, regulation becomes more predictable and less confusing for both the child and their supports.

When emotional regulation is viewed through a nervous system lens, behaviour tells a different story — a body still learning, a nervous system doing its best to manage the world. By meeting children at this level, meaningful change can unfold. Rather than pushing harder, we respond to what their nervous system has been asking for all along.

We love being able to foster and support this change with our children and parents. If this resonates with you, chat to your treating clinician in your next therapy session or enquire to learn more from us today or call 0477 708 217.

Until next time,
Maddie

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If you’d like to chat more, please don’t hesitate to contact us today! Call us on 0477 708 217 or email admin@exploreandsoar.com.au

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PUBLISHED MARCH 2026

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