The Growing Brain PH

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"Why does my child fall apart during transitions?"

Leaving the playground.
Stopping screens.
Getting dressed.
Bedtime.

These everyday moments can feel much bigger for a child than they look from the outside.

What adults may see as stubbornness, non-compliance, or a child “making things difficult” may sometimes be a child experiencing nervous system overload.

Transitions can be especially hard when a child is:
💛 tired
💛 hungry
💛 overstimulated
💛 deeply engaged in play
💛 surprised suddenly

When this happens, children usually do better when we support regulation before cooperation.

What helps?
✨ transition warnings
✨ visual schedules
✨ playful transitions
✨ predictable routines
✨ connection before demands

A child is not always giving us a hard time, they may be having a hard time.

When we slow down, prepare them, and stay connected, transitions can become more manageable for everyone.

Social media is a big part of our kids' everyday lives. As screen time and online spaces shape how young people connect, learn, and grow, parents and caregivers are often left wondering where to draw the line.

This episode, hosts Dr. Tippy Sumpaico-Tanchanco and Dr. Gelo Apostol sit down with Dr. Jack Alexander Herrin, Pediatrician and Co-Author of the PPS Position Statement on Social Media Use in Children and Adolescents, to make sense of it all.

In "Screens, Safety, and Our Kids: Making Sense of Social Media in Uncertain Times," we talk through the real risks, the real benefits, and practical guidance for families navigating social media today.

Tune in TOMORROW at 7 PM!

“Why doesn’t my child want to share?”

For young children, sharing is not always simple. It asks them to manage big feelings, wait for their turn, understand another person’s perspective, and feel secure enough to let go of something they still want.

This is why forced sharing can sometimes send the wrong message. A child may learn, “My feelings don’t matter,” or “Adults can take my things away.” Instead of building generosity, it can lead to more anxiety, resistance, or power struggles.

Rather than forcing a child to share right away, we can support the skills that make sharing possible:

🌱 “You’re not ready yet.”
🌱 “Can we take turns?”
🌱 “You may use it until you’re done.”
🌱 “Let’s find another option together.”

Sharing grows best when children feel emotionally safe, not pressured. Over time, with connection, modeling, and gentle guidance, children learn turn-taking, empathy, negotiation, and generosity.

Readiness over compliance.
Safety before sharing.
Connection before pressure.

💡𝗣𝗥𝗘𝗦𝗘𝗡𝗧𝗔𝗧𝗜𝗢𝗡 𝗦𝗣𝗢𝗧𝗟𝗜𝗚𝗛𝗧
Check out this presentation taking place at the 2026 International DIRFloortime Conference!

𝗗𝗲𝘀𝗰𝗿𝗶𝗽𝘁𝗶𝗼𝗻: Developmental consultations often focus on diagnosis, symptoms, and therapy recommendations. In contrast, DIRFloortime invites clinicians to understand children through their developmental capacities and relationships while supporting parents as active developmental partners. This presentation explores how developmental consultations can become the starting point for DIRFloortime parent coaching. Drawing from clinical work by a physician and an occupational therapist practicing DIRFloortime in the Philippines, this session highlights how developmental formulation, reflective dialogue, and intentional language can help parents shift from focusing on “fixing behavior” to understanding their child’s developmental needs.

𝟐𝟎𝟐𝟔 𝗗𝗜𝗥𝗙𝗹𝗼𝗼𝗿𝘁𝗶𝗺𝗲® 𝗖𝗼𝗻𝗳𝗲𝗿𝗲𝗻𝗰𝗲
𝗟𝗶𝘃𝗲 𝗢𝗻𝗹𝗶𝗻𝗲 | 𝗢𝗰𝘁𝗼𝗯𝗲𝗿 𝟏𝟖 - 𝟐𝟕, 𝟐𝟎𝟐𝟔
This annual online conference provides attendees the opportunity to experience a global exchange of ideas through dozens of engaging presentations led by professionals, parents, and self-advocates from around the world, highlighting the meaningful, real-life application of DIRFloortime® for professionals and parents alike. This year's conference will feature over 45 different presentations presented by more than 70 brilliant presenters from around the world. Presenters include: Self-Advocates, Parents, Occupational Therapists, Speech Therapists, Physical Therapists, Psychologists, Social Workers, Counselors, Special Educators, Counselors, Music Therapists, Creative Arts Therapists, and MORE!

𝗥𝗲𝗴𝗶𝘀𝘁𝗲𝗿 & 𝗥𝗲𝗰𝗲𝗶𝘃𝗲 20% 𝗢𝗳𝗳: There is currently an Early Registration Discount available (20% Off). If you would like to learn more and/or register, use the link below!
https://www.icdl.com/conferences/2026

“Why is waiting so hard for my child?”

Waiting is not simply a matter of obedience. For young children, it draws on several developing abilities at the same time, including impulse control, frustration tolerance, emotional regulation, and flexible thinking.

A child may understand that they need to wait and still struggle to manage the disappointment, uncertainty, or strong impulse that comes with it. Many children also continue to rely on adults to help them stay regulated while they wait.

Instead of assuming, “They should know how to wait by now,” we can ask:

Is the waiting period appropriate for my child’s developmental level?
Do they understand what they are waiting for and when it will happen?
Are they already tired, hungry, overwhelmed, or dysregulated?
What support might make waiting more manageable?

Helpful supports may include:

⏱️ Using a visual timer
⏳ Beginning with short waiting periods
🎲 Making waiting playful when possible
📅 Keeping routines predictable
🤝 Staying close and helping the child manage frustration

Waiting becomes easier through repeated, supported experiences. We can gradually increase the challenge as the child’s capacity grows.

Children build patience through practice, connection, and co-regulation, not through shame or pressure.

What changes when we begin by looking for strengths instead of deficits?

During DIR 101 in Pampanga, we invited participants to describe the children, families, and individuals they support, not just by diagnosis or challenges, but through a strength-based lens. Their responses reminded us of the many ways people contribute, connect, learn, and grow.

Inspired by ICDL - Home of DIRFloortime’s recent strength-based campaign, we recreated this poster using the words shared by our own community: curious, creative, expressive, connected, playful, joyful, passionate, observant, intentional, adaptable, persistent, and positive-hearted.

Strength-based language is more than choosing kinder words. It changes what we notice, how we build relationships, and the opportunities we create for children and families to thrive. When we recognize strengths first, we make space for growth while still acknowledging the supports that may be needed.

Thank you to everyone who shared the unique strengths they see every day in the children and families they journey with. May we continue to see beyond labels and celebrate each person’s individuality.

What strengths would you add to this list?

“Why does my child seem like they’re not listening?”

Sometimes, it is not refusal or disrespect. Listening is a developmental skill that depends on many other abilities working together, including attention, language processing, working memory, regulation, and the ability to shift focus.

A child may have difficulty responding when they are deeply engaged in play, tired, overwhelmed, emotionally dysregulated, or still trying to understand what was said. Even when they hear our words, they may need more time and support before they can act on them.

Instead of immediately assuming, “They are ignoring me,” we can pause and ask:

Is my child regulated enough to listen?
Do I have their attention?
Did I use too many words?
Have I given them enough time to process?
Would connection help before I give a direction?

Try moving closer, gently gaining eye contact or attention, using fewer words, and allowing a few extra seconds for your child to respond.

Listening grows through repeated experiences of safety, connection, and support. Children learn to listen best when they feel understood, not when they feel pressured or blamed.

It's been a week since our run of the DIR 101: Introduction to DIR and DIR Floortime in Pampanga, and I'm still at a high from having been able to share this framework with all of our participants. Please indulge my reflections and thoughts below because I am so very grateful!💙
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Remember that DIR 101 is not an ending, but hopefully a beginning and a continuation of your journey!

Over two days, I was encouraged by the openness, curiosity, and eagerness of our 81 participants. Practitioners and parents brought questions about the children they work with, including behaviors they sometimes find difficult to understand, and explored how the DIR framework might help them look beneath the behavior and ask what the child may be communicating.

Despite coming from different professions and areas of practice, we shared an openness to seeing relationships as the foundation of our work. Many of the discussions returned to regulation, connection, and the importance of understanding each child’s individual differences.

My hope is that participants have returned to their clinics, classrooms, homes, and communities more attentive to the unique ways children experience and respond to the world, and more committed to choosing connection over compliance.

This training would not have been possible without the community that carried it with me.

Thank you to Ms. Mhean for managing registration and carefully preparing the kits and materials; to Dr. Tippy for overseeing the floor and keeping the logistics moving throughout the training; and to our in-house OT DIR practitioners, Teacher Sam and Teacher Audrey, for the energizers, moral support, and willingness to share their perspectives and experiences, which brought so much life to our discussions.

Thank you as well to the developmental pediatricians of Pampanga, Dr. Kaye and Dr. Phoi, for their prayers, encouragement, and presence as part of this growing community; to our research assistant, Sarah, and clinic intern, Riana, for their valuable support; and to the DIR-certified practitioners who came to visit and reminded us that we are part of something larger than a single training.

I am deeply grateful to the growing DIR Philippines community, as more and more people continue to appreciate and carry forward this relationship-based work.

Thank you to the Ateneo Center for Research and Innovation and the Ateneo Autism Study Group for endorsing the event, and to ICDL - Home of DIRFloortime for continuing to steward Dr. Stanley Greenspan's work and for creating opportunities for us to expand DIRFloortime locally.

DIR 101 offers an introduction to a framework, but knowledge alone is not enough. The deeper learning happens when we begin applying it in our everyday interactions, reflecting on our practice, receiving feedback, and remaining curious about both the child and ourselves.

May this be an invitation to continue learning, pursue reflective practice, and consider the ICDL pathway toward becoming a DIRFloortime practitioner.

Here’s to a growing community that pauses, observes, listens, connects, and keeps learning together.💙