The Growing Brain PH

24/09/2026

Sharing a DIR 101 online training opportunity this November. This will be 5-8pm Manila time.

Register early or in groups for discounts. See form for details.😊

Registration: https://fs8.formsite.com/qsSxTw/2026T3101ABDT-AU/index

22/09/2026

20/09/2026

You may have heard us talk about DIR®, but ano nga ba talaga ito? DIR asks us to understand a child through three things at the same time: D – their developmental capacities, I – their individual differences, and R – the relationships that support development. Two children may show the same behavior but need very different kinds of support. Kaya instead of asking only, “Ano ang ginagawa niya?” we also ask, “Who is this child, developmentally and individually, and how can we connect?”

15/09/2026

Let’s teach our kids to make room. Turuan natin silang mapansin kung sino ang naiiwan—at maglaan ng pagkakataon. Small acts of inclusion can stay with a child for years.

12/09/2026

Kapag challenging ang behavior ng bata, natural na ang unang tanong natin ay: “Paano ko ito patitigilin?”

Pero minsan, mas helpful muna ang:
“Ano kaya ang nangyayari dito?”

Behavior gives us clues, but it does not always tell us the whole story. The same behavior can mean different things depending on the child and the situation.

Bago natin sabihing “pasaway,” “matigas ang ulo,” or “nag-iinarte,” pause and look closer:

Pagod ba siya?
Gutom?
Overwhelmed?
Confused?
May masakit ba?
Nahihirapan bang sabihin ang kailangan niya?
Naghahanap ba ng connection or support?

⭐️ What can we do next?

(1) Describe what you see first.
- Instead of “Ang kulit mo,” try:
“Tinakpan mo ang ears mo when the singing started.”
- This helps us observe before we interpret.

(2) Check the child’s body and environment.
- Is the task too long, too fast, too noisy, too unpredictable, or too much for the child right now?

(3) Support regulation first.
- Before teaching or correcting, help the child calm their body. This may look like lowering your voice, offering comfort, giving space, reducing noise, or helping them take a break.

(4) Keep the limit, but adjust the support.
- Curiosity does not mean letting go of boundaries. It means we choose a response that fits the child and the situation.

“You can’t hit. I’ll help you move your hands.”
“We still need to leave, but I can carry you or hold your hand.”
“The toy is not for throwing. Let’s find something safe to throw.”

(5) Teach when the child is ready.
- Children learn better after they feel safe and connected. Once calm, we can help them name what happened and practice what to do next time.

⭐️ When we pause to understand the behavior, we are not excusing it. We are helping the child build the skills underneath it.

⭐️ Curiosity does not mean ignoring limits.
It helps us respond with more clarity, compassion, and effectiveness.💜

04/09/2026

Have you asked your child a question and got a blank stare, then immediately jumped in to answer it for them?

We all do it! Silence can feel awkward, and our instinct is to help them out or keep the conversation moving. But when we rush to fill the silence, we might accidentally be robbing them of the opportunity to develop their communication skills!

So, the next time we ask them a question, let’s try waiting… You can try silently counting to five or even to ten. Some kids just need more time to process and gather their thoughts.

Unfortunately, many children are used to adults talking over them and not giving them time to think about the question before responding.

By waiting… we model patience while also giving them time, space, and encouragement to respond!

Reference: Wasik, B. A., Farrow, J., & Hindman, A. H. (2022). More than “Good Job!”: The Critical Role of Teacher Feedback in Classroom Discourse and Language Development. The Reading Teacher, 75(6), 733–738. https://doi.org/10.1002/trtr.2112

30/08/2026

How often do our phones interrupt moments with our children? 📱💭

“Technoference” refers to the everyday interruptions in our interactions caused by mobile devices.

These interruptions may seem small, but when they happen often, they can affect the quality of connection children experience with us. Young children rely on warm, responsive interactions to help them feel seen, supported, and regulated. Repeated interruptions may also make it harder for them to sustain attention, manage impulses, and stay engaged.

This is not about guilt or aiming to be screen-free all the time. In today’s world, that is simply not realistic.

Instead, let’s aim for progress over perfection:
✨ Put the phone down during short moments of play
✨ Create small phone-free windows during meals or routines
✨ Pause notifications when possible
✨ Return to your child with warmth when you’ve been distracted

Even small, intentional changes can support your child’s development and strengthen your connection.

Connection does not require perfection.
It grows through repeated moments of presence. 💛

25/08/2026

🧠 𝗧𝗵𝗲 𝗠𝗶𝗻𝗱𝘀𝗲𝘁 𝗼𝗳 𝗮 𝗗𝗜𝗥𝗙𝗹𝗼𝗼𝗿𝘁𝗶𝗺𝗲𝗿
What other amazing qualities would you add to this list?

𝗥𝗲𝗹𝗮𝘁𝗶𝗼𝗻𝗮𝗹 🔗💞🧡
Prioritizing connection and trust to create safe, meaningful relationships with each client and their families.

𝗔𝗱𝗮𝗽𝘁𝗮𝗯𝗹𝗲 🌀🐛🦋
Ready to pivot in an instant, letting go of any plans they had, to best support regulation and engagement.

𝗖𝘂𝗿𝗶𝗼𝘂𝘀 🤔🔍🕵️‍♀️
Approaches every
interaction with openness and wonder – always seeking to understand someone’s inner world, perspectives, motivations, and intentions.

𝗥𝗲𝗳𝗹𝗲𝗰𝘁𝗶𝘃𝗲 🧘‍♀️💭📝
Thinks deeply about interactions – using insights to best support development. This includes self-reflection on one’s own actions during an interaction.

𝗖𝗼𝗹𝗹𝗮𝗯𝗼𝗿𝗮𝘁𝗶𝘃𝗲 🤝🏻👫🧱
Partners with both parents and professionals in a shared mission to support the whole individual.

𝗦𝘁𝗿𝗲𝗻𝗴𝘁𝗵𝘀-𝗯𝗮𝘀𝗲𝗱 💪🌟🗝️
Sees the brilliance in every person – amplifying their passions, honoring their individuality, and using their strengths as a springboard for growth.

22/08/2026

To my colleagues, please consider joining our directory.

Are you a professional or service provider in autism care? Join AASG's growing directory and help more families find the support they need. 📋

Every child with autism has different strengths, needs, and goals — finding the right support can look different for every family. That's why we're building a directory of therapy centers, professionals, and educational resources for children with autism.

Fill out the form to join: https://forms.gle/FrS4sf8dgAru2hJ69
Access the directory: https://www.acri.ph/content/therapy-services-directory

21/08/2026

"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.