Understanding the First Three FEDCs: The Foundation of DIR/Floortime
In our last post, we explained what DIR/Floortime is- a developmental, relationship-based approach that helps children grow through play and connection. At the heart of this model are Functional Emotional Developmental Capacities (FEDCs). These are the building blocks of learning and interaction.
Today, we’re going to look closely at the first three FEDCs. These are the foundation. Without them, it’s hard for children to move forward into communication, problem-solving, or higher-level thinking.
FEDC 1: Regulation and Shared Attention
This first step is about feeling calm, secure, and alert enough to notice the world. A child who is dysregulated — overstimulated, tired, anxious, or shut down — won’t be able to focus on relationships or learning.
What it looks like:
A child can stay calm with support.
They can look at people, toys, or surroundings.
They begin to share attention — noticing what someone else is looking at or doing.
How to support it at home:
Use routines to create predictability.
Adjust the environment (dim lights, reduce noise, add movement breaks).
Stay nearby and co-regulate with hugs, gentle voice, or calm presence.
FEDC 2: Engagement and Relating
Once a child feels regulated, they can begin to enjoy being with others. This step is all about connection. The child starts to show pleasure in relationships and wants to interact.
What it looks like:
Smiles, eye contact, reaching out to share joy.
Wants to be close to others.
Begins to show preferences — who they like to be with, what activities they enjoy.
How to support it at home:
Follow your child’s lead in play — join their activity rather than redirecting.
Use exaggerated facial expressions and gestures to invite connection.
Celebrate moments of shared joy, even if brief.
👉 This step is where relationships become the engine of learning. Without engagement, language and problem-solving don’t stick.
FEDC 3: Two-Way Communication
This step is about back-and-forth exchanges. At this stage, children begin to learn the rhythm of interaction — much like the rhythm of conversation.
What it looks like:
Using gestures, sounds, or actions to go back-and-forth.
Rolling a ball to a parent and waiting for it to come back.
Babbling and pausing, then smiling when the adult responds.
Even a simple look → response → giggle counts as two-way communication.
How to support it at home:
Play turn-taking games (peek-a-boo, rolling a ball, stacking blocks together).
Pause after you speak or act, leaving space for your child to respond.
Match their gestures and sounds, then add one small new element.
👉 This step is the beginning of true conversation — even before words arrive.
Why These Three Capacities Matter
Together, these first three FEDCs form the foundation for everything that comes next. A child who can regulate, engage, and exchange back-and-forth is ready to move into problem-solving, complex play, and eventually abstract thinking.
If these early steps are shaky, higher-level skills often struggle. That’s why DIR/Floortime focuses so strongly on the base — because growth happens step by step.
What Parents Can Do
Notice where your child shines. Are they strong in regulation, but struggle with back-and-forth play? Or do they seek connection, but need help staying calm?
Spend short, focused times on the floor each day following your child’s lead.
Don’t rush. Even small moments of eye contact, joy, or shared play are signs of progress.
The Big Picture
DIR/Floortime isn’t about pushing children forward. It’s about meeting them where they are, strengthening the foundation, and building step by step.
If you’d like guidance in understanding your child’s developmental capacities and how to support them at home, I’d be happy to talk with you.