**Stanley I Greenspan MD Inc. does not support ICDL or its DIRFloortime.
In discussions about Dr. Greenspan’s framework, I’ve often heard professionals trained in ‘non-Greenspan’ versions of Floortime say, “We’re using different words, but saying the same thing.” While I’m sure they believed they had been taught and were expressing the same ideas that I was sharing (while using different terminology), within the realm of Greenspan Floortime and the Greenspan/DIR Model, the specific language being used is crucial. Although adaptations and interpretations of Dr. Greenspan’s framework may appear nuanced, variations in terminology and conceptual comprehension can result in substantial divergences in its application, ultimately impacting therapeutic outcomes.
Multiple groups have emerged offering ‘Floortime’ training using their own ‘Floortime’ curricula, including terminology that deviates from Dr. Greenspan’s foundational concepts. Stanley I Greenspan MD Inc and its Greenspan Floortime® is the only ‘Floortime’ training which maintains the use of Dr. Greenspan’s precise terminology while preserving his foundational and pivotal concepts. This need for linguistic and conceptual fidelity became even more apparent after listening to a lecture years ago.
Just before covid shut everything down, I had the privilege of serving on a discussion panel in Bogota, Colombia with Dr. Lera Boroditsky, as well as listening to her lecture prior to that panel. I was captivated by her research on linguistic relativity, and her identification of the fascinating relationship between language and thought. Her work reveals that language isn’t merely a tool for communication; it actively shapes how we perceive, categorize, and reason about the world around us. Not only does language shape our cognition, but conversely our thoughts, feelings, and cultural experiences also influence the language we use. Boroditsky’s research emphasizes the bi-directional nature of language and thought. This dynamic interplay highlights the profound impact language has on our understanding of ourselves and the world. While her work focuses on the structural nuances of language, the specific terminology we choose also impacts our understanding of ourselves and the world around us.
The Importance of Precise Terminology in Greenspan Floortime®:
Dr. Greenspan recognized the power of words and their influence on our thought processes. He chose specific terminology to shape our understanding of his model, and sometimes opted to use multiple similar words to convey a new and complex concept that a single term couldn’t fully capture. When other organizations substitute words like “cognition” for Dr. Greenspan’s term “thinking“, omit “milestones” in favor of exclusively using “capacities,”, or focus on “Social Problem-Solving” over Dr. Greenspan’s prioritization of the “Continuous Flow”, they subtly alter the framework’s essence. These seemingly minor changes influence how practitioners perceive and implement Floortime interventions, and how children benefit from them.
Capacities vs. Milestones:
“Milestones” convey a sense of progression and achievement in child development. They represent key stages of growth that build upon each other. Dr. Greenspan also used the terms Levels and Stages in his writings to describe this pivotal concept of his developmental model.
“Capacities” alone can be interpreted as a collection of abilities without the inherent sense of sequential development and interconnectedness that milestones provide.
Dr. Greenspan used “Capacities” to define skill sets at each Stage. However, he chose three distinct terms to convey the idea of progressive development and building on prior Levels. What motivated this choice, and how integral was this concept to his theoretical model? It should be noted that Dr. Greenspan formulated his Greenspan/DIR™ Model in part using the concept of Milestones established by Piaget.
Social Problem-Solving vs. the Continuous Flow of Interaction:
“Social Problem-Solving” and the “Continuous Flow of Interaction” are each capacities that comprise Dr. Greenspan’s 4th “Milestone”. However, each are separate “capacities” within his 4th “Milestone”.
The “Continuous Flow of Interaction” refers to a child’s capacity to sustain extended, dynamic, and reciprocal communication exchanges. Only the Continuous Flow highlights the duration of the interaction (number of circles of interaction), and the importance of extended dynamic Co-Regulated Interactions. Dr. Greenspan also identified the Continuous Flow as the most important of all of the Capacities within his Developmental Milestones.
The capacity of “Social Problem-Solving” emphasizes a child’s ability to engage in back-and-forth interactions to solve problems or express wants/needs. This is also an important capacity that enables us to create and adapt, but is only one set of skills that contribute to long co-regulated interactions (the Continuous Flow).
Cognitive vs. Thinking:
Dr. Greenspan’s use of the term “thinking” emphasizes the dynamic and interactive nature of mental processes involved in Floortime. It encompasses reasoning, problem-solving, adaptability, planning (motorically, socially, and linguistically), and creativity. All essential elements of social emotional health.
“Cognition,” on the other hand, can be perceived as a more passive and static concept, potentially undermining the active engagement that Greenspan Floortime promotes.
Reflecting on Dr. Boroditsky’s findings on the bi-directional nature of language and thought, what type of individual or perspective might be inclined towards using ‘cognitive‘ rather than ‘thinking‘? Could this choice reveal anything about their underlying assumptions or biases?”
Preserving the Integrity of Dr. Greenspan’s Floortime:
When practitioners deviate from Dr. Greenspan’s original language, they risk subtly altering the conceptual framework that underpins Floortime’s effectiveness. Substituting terms or omitting key concepts can lead to misinterpretations and diluted therapeutic approaches. By recognizing the profound influence of language on thought, we can appreciate the necessity of maintaining linguistic precision in the Greenspan/DIR™ Model and Greenspan Floortime®. Dr. Greenspan’s chosen terminology reflects his deep understanding of child development, and the nuanced interventions required to support children’s growth.
Adhering to his language ensures that practitioners remain aligned with the core principles of the Greenspan/DIR™ Model and The Greenspan Floortime Approach®, promoting consistency and effectiveness in therapeutic practice. It safeguards the integrity of Dr. Greenspan’s legacy and empowers practitioners to facilitate optimal outcomes for children and families. Professionals who don’t understand these differences and the importance of linguistic integrity may need to strengthen a capacity or two themselves.
Learn about and how to apply Dr. Greenspan’s version of Floortime, The Greenspan Floortime Approach®. Whether you are a parent/caregiver seeking to help your child, or a professional eager to expand your skillset, we have the perfect solution for you.
Unlock the secrets of Dr. Greenspan’s Floortime: Purchase the comprehensive Floortime Manual 2nd Edition and embark on a journey of joyful, meaningful communication with your child.
Earn a Greenspan Floortime Certificate: Take your expertise to the next level and earn an official Greenspan Floortime Certificate, recognized worldwide.
Experience Personalized Guidance: Accelerate your progress with individualized coaching, virtual or in-person, tailored to your unique needs and goals.
Please contact us with any questions or requests, info@stanleygreenspan.com