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Play Partner Decision Tree

The document provides a decision tree to guide play partners in their interactions with children during play. It outlines four steps: 1) Sit near the child and narrate their play without touching materials; 2) Imitate the child's actions using single words while capturing their eye contact; 3) Give choices related to the activity and label choices; 4) Have the child respond to prompts using gestures or eye contact and reward their responses. The goal is to slowly increase involvement and turn-taking while keeping interactions positive and rewarding for the child.

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Joana Silva
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837 views1 page

Play Partner Decision Tree

The document provides a decision tree to guide play partners in their interactions with children during play. It outlines four steps: 1) Sit near the child and narrate their play without touching materials; 2) Imitate the child's actions using single words while capturing their eye contact; 3) Give choices related to the activity and label choices; 4) Have the child respond to prompts using gestures or eye contact and reward their responses. The goal is to slowly increase involvement and turn-taking while keeping interactions positive and rewarding for the child.

Uploaded by

Joana Silva
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
Download as pdf or txt
Download as pdf or txt
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UC Davis MIND Institute

ESDM Training Program

ESDM Play Partner Decision Tree


ACTION FIRST STEP SECOND STEP THIRD STEP FOURTH STEP
PLAN
Supportive Select a time when child is playing in Now begin to narrate or describe Slowly start to involve yourself in Next, offer help. When he’s not
Play an activity that he enjoys. Approach child’s actions. Think of yourself as a play by offering items or materials to looking, put things in containers he
Partner him while commenting positively on sportscaster, commenting on what child. Do not touch materials that he cannot open or show him new toys
his play. Sit near or next to him, read materials or items the child is using has already claimed. Instead go for that he cannot operate on his own.
his body language to determine his and how he is playing with them. extras that are not in his grasp. You Be sure to give the item right back as
tolerance. If he fusses, back up and Remember to speak in single words. can still label items and actions with soon as you have helped. The goal is
if not move near him. Don’t worry Continue to praise and describe and single words. The goal is to hand for the child to be facing you so he
about touching materials or don’t worry about touching them over when the child is facing can see your help with the materials
teaching, yet. Just sit and watch, materials or teaching, yet. The goal is you and watching your handling of without an expectation yet that he
smiling and praising his efforts. The to slowly increase your involvement the materials, although eye contact use a specific behavior to request the
goal is to have him accept your without challenging him. from the child to receive the material material from you.
presence. is not yet necessary.

Interactive Follow Steps 1-4 from above and For every three times you imitate For every three times you offer him a For every 3 times you provide a fun
Play assuming child is still engaged, then him, give him a choice that relates to choice, ask him to do something in reward, have the child respond to
Partner proceed with the following: what the current play activity. If the the play. It could be to put an item in your teaching opportunity using a
Imitate all of child’s actions, game involves cars, should we crash a certain spot, to show or give you nonverbal behavior. This could be a
including sounds, gestures, and play. or roll; if pegs, should we stack or something, or to try something new gesture, body movement, or eye
Pick up the same materials he has bang; if face-to-face, do we tickle or with the material. Whatever it is, contact. It has to relate be directed
and create the same movements, sing song? If snack, is it juice or fruit? make sure there is a fun reward toward you and relate somehow to
using single words to express the Let him choose however he wants following his compliance. Remember the activity. Remember to accept
actions. The goal is to capture the to, regardless of eye contact, but that the consequence has to be attempts and reward. The goal is to
child’s eye contact, both on your remember to label his decision using worth the effort, or he’s less likely to have the child use an intentional
handling of the materials and to single words. The goal is for the child cooperate the next time. The goal is behavior in response to your
your face, and to find his smile in the to become more active in decision- for the child to become more active antecedent, followed by the
game. making and to increase the length of in play and to take turns following rewarding consequence (i.e., the
the activity. your ideas in play. material, the action, the game).

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