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Appendix A: DANCE Cards A.3
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
DANCE Cards Reference Guide
Dimensions (worded on the
DANCE)
Dimensions (worded for
clients)
Behavior (worded on the DANCE)
Behavior (worded for the client)
Emotional Quality
Sharing Emotions
Expressed Positive Affect Showing Positive Emotions
Caregiver’s Affect Complements Child’s Affect
Supporting Child Emotions
Verbal Quality Offering Positive Comments (includes
respectful comments to child)
Response to Distress Staying Calm
Negative Comments About the Child to Others
Talking to Others
Sensitivity and Responsivity
Sensitivity and Responsivity
Positioning Staying Close
Visual Engagement Sharing Focus
Positive Touch Providing Supportive and Positive Touch
Pacing Keeping Pace and Taking Turns
Non-Intrusiveness Helping Your Child Lead
Responsiveness Being Responsive
Regulation Learning the Rules
Limit Setting Setting Limits
Completes Interactions Helping Transitions
Promotion of Developmental Growth
Supporting Development
Supports Exploration Supporting Exploration
Scaffolding Supporting Learning
Verbal Connectedness Verbally Connecting
Praise Offering Praise
Negative Verbal Content Avoiding Criticism
Appendix A: DANCE Cards A.4
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
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Appendix A: DANCE Cards A.5
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Showing
Positive Emotions
Supporting
Child Emotions
Offering
Positive Comments Staying Calm Talking to Others
● Your smiles are
teaching your child to
have fun with people.
● Showing interest in
your child helps both
of you stay
connected.
● How does it feel
when your child
smiles at you?
● Sometimes your
child needs your
help to bring
his/her emotions up
or down.
● Your voice and words
are one way to show
love to your child.
● How you say things to
your child are as
important as what you
say.
● How do you stay
calm when your child
is upset?
● What things do you
share about your child
with others?
SHARING EMOTIONS
Appendix A: DANCE Cards A.6
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Showing Positive Emotions
● “It makes me happy to see you smile
at me.”
● “When you are interested in me, it
helps me pay attention.”
Supporting Child Emotions
● “I love it when you smile
with me.”
● “Sometimes I need your help
to bring my emotions up or
down.”
Offering Positive Comments
● “Your kind and cheerful words make
me feel good.”
Talking to Others
● “It makes me proud when you
say good things about me to
others.”
● “I wonder what you say about
me to others.”
SHARING EMOTIONS – from your child
Staying Calm
“When I am upset, it helps me calm
down when you stay calm.”
Appendix A: DANCE Cards A.7
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Staying Close
Sharing Focus
Being Responsive
● It is easier
to know
when your
child needs
you when you
can see and
hear
him/her.
● When you are
focused on
what your child
is interested in,
you can help
him/her learn.
● Children love to
share eye
contact with
their parents.
Providing
Supportive and
Positive Touch
Keeping Pace
and Taking
Turns
Helping Your
Child Lead
● How do you
let your child
lead and how
do you follow
along?
● How do you
show your
child you are
there for
him/her?
● How does your
child feel when
you touch
him/her in a
gentle and
tender way?
● What does
your child learn
from gentle and
tender touch?
● How fast or
slow does
your child like
to go?
● How are you
teaching your
child about
taking turns?
● Did you know
children are born
leaders?
● Everyone,
including your
child, needs
his/her space.
● How do you
support your
child’s interests,
thoughts, ideas,
and beliefs?
SENSITIVITY & RESPONSIVITY
Appendix A: DANCE Cards A.8
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Staying Close
● “Can you see me?”
● “How do you know if I
need you?”
Sharing Focus
● “What do you see when you
look at me and the things I
am interested in?”
● “I love seeing your face.”
Helping Me Lead
● “How do you respect my need for
space?”
● “I like it when you let me choose
what we are doing.”
● “I am not always ready to do the
things you want me to do.”
Being Responsive
● “I like it when you let me lead
and you follow along.”
● “It makes me feel safe when I
feel you are there for me.”
Keeping Pace and
Taking Turns
● “How fast or slow do I
like to go?”
● “I like to learn about
taking turns.”
SENSITIVITY & RESPONSIVITY – from your child
Providing Supportive and Positive Touch
● “I enjoy being gently rocked and
stroked.”
● “I like feeling safe when you hold and
move me.”
Appendix A: DANCE Cards A.9
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Setting Limits
Helping Transitions
● How do you set rules
for your child?
● How do you help your child move
from one thing to the next?
● Did you know children can get
confused when they don’t know
what is happening next?
LEARNING THE RULES
Appendix A: DANCE Cards A.10
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Helping Transitions
“Letting me know when
things are done and we are
moving on helps me stay
calm and get ready for the
next thing.”
“It helps me to know when
you are going to leave for a
bit.”
Setting Limits
“How do you teach me the
rules?”
“I feel safe when I know
the rules.”
LEARNING THE RULES – from your child
Appendix A: DANCE Cards A.11
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Supporting
Exploration
Supporting Learning
Avoiding Criticism
● How do you help
your child safely
and fully explore
the things
he/she is
interested in?
● How do you help
your child take an
activity or task one-
step further?
Connecting
Verbally
Sharing Praise
● How do you let your
child know he/she is
doing a good job?
● What is criticism?
● What effect does
criticism have on
people?
● Your words help
your child learn
language and turn
taking.
● Your words help
your child learn
that you are there
for him/her.
SUPPORTING DEVELOPMENT
Appendix A: DANCE Cards A.12
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Connecting Verbally
“Your words help me stay
connected to you.”
Sharing Praise
“How do you tell me I am
doing a good job?”
Supporting Exploration
“I learn a lot when you let
me explore the things I am
interested in.”
Avoiding Criticism
“It doesn’t feel good to be
criticized.”
Supporting Learning
“I like it when you start
where I am at and take it
one-step further.”
SUPPORTING DEVELOPMENT – from your child
Appendix E: Supporting Areas of Strength E.1
© 2016 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (08/2016)
Appendix E
Supporting
Areas of
Strength
Appendix E: Supporting Areas of Strength E.2
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
DANCE STEPS Feedback: Supporting Clients’ Areas of Strength *To be used with client handout: What My Child Says or Parenting Positives*
Behavior (worded for DANCE)
Behavior (worded for clients)
Comments: “Mom, you are great at . . .”
Em
otio
na
l Qu
ality
Expressed Positive
Affect
Showing Positive
Emotions Sharing smiles with me.
Showing you are interested in me and the things I am doing
to keep us connected.
Caregiver’s Affect
Complements
Child’s Affect
Supporting Child
Emotions Teaching me about positive emotions.
Helping to bring my emotions up or down when needed.
Having fun with me.
Verbal Quality
Offering Positive
Comments Using kind and cheerful words to make me feel good.
Response to
Distress
Staying Calm Staying calm when I am upset.
Negative
Comments About
the Child to Others
Talking to Others Making me feel proud when you tell others good things about
me.
Sen
sitivity
an
d R
espo
nsiv
ity
Positioning Staying Close Being close enough to see and hear me.
Visual Engagement
Sharing Focus Watching me and the things I am interested in
Making eye contact with me.
Connecting with me when you look at my face.
Positive Touch
Providing Supportive
and Positive Touch Touching me in a kind and gentle way.
Helping me feel safe when you touch and move me.
Pacing Keeping Pace and
Taking Turns Keeping the right pace for me when we are together.
Teaching me about taking turns.
Non-Intrusiveness
Helping Your Child
Lead Respecting my need for space.
Supporting my interests, thoughts, ideas, and beliefs.
Responsiveness
Being Responsive Letting me lead and following along.
Being there for me.
Reg
ula
tion
Limit Setting
Setting Limits Teaching me the rules.
Setting rules for me.
Completes
Interactions
Helping Transitions Letting me know when things are done and we are moving
onto something else.
Helping me understand what is coming next.
Pro
mo
tion
of
Dev
elop
men
tal G
row
th
Supports
Exploration
Supporting
Exploration Letting me explore the things I am interested in.
Giving me safe and fun places to explore
Scaffolding Supporting Learning Starting where I am at and taking things one step further.
Verbal
Connectedness
Connecting Verbally Using your words to help me stay connected with you.
Using your words to teach me language.
Using your words to show me you are there for me.
Praise
Sharing Praise Telling me when I do a good job.
Negative Verbal
Content
Avoiding Criticism Telling me when I do a good job.
Sharing kind and cheerful words with me.
Appendix E: Supporting Areas of Strength E.3
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
What My Child Says . . .
Mom, you are great at:
Appendix E: Supporting Areas of Strength E.4
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Mom, you are
great at:
What my child says . . .
Appendix E: Supporting Areas of Strength E.5
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
And it would help me a lot if you:
Mom, you are
great at:
What my child says . . .
Appendix E: Supporting Areas of Strength E.6
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
*Sample*
Using kind and cheerful words to make me feel
good.
Making me feel proud when you tell others good things about me.
And it would help me a lot if you:
Used your words to show me you are there for me and to help me stay connected with you.
Mom, you are
great at:
What my child says . . .
Appendix E: Supporting Areas of Strength E.7
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
What My Child Says
Mom, you are great at:
Appendix E: Supporting Areas of Strength E.8
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
*Sample*
Being close enough to see and hear me.
Watching me and the things I am interested in.
Touching me in a kind and gentle way.
Keeping the right pace for me when we are together.
Respecting my need for space.
Letting me lead and following along.
What My Child Says
Mom, you are great at:
Appendix E: Supporting Areas of Strength E.9
© 2017 The Regents of the University of Colorado, a body corporate. All rights reserved. DANCE STEPS Handbook – Version 4.0 (04/2017)
Parenting Positives