{"id":9870,"date":"2025-07-17T19:15:14","date_gmt":"2025-07-17T17:15:14","guid":{"rendered":"https:\/\/divi5.janert.info\/?p=9870"},"modified":"2026-11-01T16:23:22","modified_gmt":"2026-11-01T15:23:22","slug":"9870-2","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/9870-2\/","title":{"rendered":"Why small disruptions are good"},"content":{"rendered":"<div class=\"et_pb_section_0 et_pb_section et_section_regular et_block_section\"><div class=\"et_pb_row_0 et_pb_row et_block_row\"><div class=\"et_pb_column_0 et_pb_column et_pb_column_4_4 et-last-child et_block_column et_pb_css_mix_blend_mode_passthrough\"><div class=\"et_pb_text_0 et_pb_text et_pb_bg_layout_light et_pb_module et_block_module\"><div class=\"et_pb_text_inner\"><p data-start=\"372\" data-end=\"712\">When we work with children, whether as parents, therapists or educators, we often strive for harmony, sensitivity and smooth interaction. But as developmental research shows us : <strong data-start=\"579\" data-end=\"654\">It is precisely the small disruptions and, above all, the successful reconnection<\/strong>, which have particularly high development potential.<\/p>\n<h4 data-start=\"719\" data-end=\"784\"><\/h4>\n<h4 data-start=\"719\" data-end=\"784\"><\/h4>\n<h4 data-start=\"719\" data-end=\"784\"><\/h4>\n<h4 data-start=\"719\" data-end=\"784\">\ud83d\udc76<strong>The \u201eStill Face Paradigm\u201c: <\/strong><span class=\"ac-designer-marked-selection ac-designer-copy\"><strong data-start=\"338\" data-end=\"405\" class=\"ac-designer-copy\">Mismatch &amp; repair - what small faults teach us<\/strong><\/span><\/h4>\n<p data-start=\"786\" data-end=\"1407\"><span class=\"ac-designer-marked-selection ac-designer-copy\">The developmental psychologist<span>\u00a0<\/span><strong data-start=\"434\" data-end=\"448\" class=\"ac-designer-copy\">Ed Tronick<\/strong><span>\u00a0<\/span>became internationally known through his \u201e<strong data-start=\"489\" data-end=\"512\" class=\"ac-designer-copy\">Still Face Paradigm<\/strong>\u201c. In diesem Experiment interagiert eine Mutter zun\u00e4chst feinf\u00fchlig mit ihrem Baby \u2013 l\u00e4chelt, spiegelt, reagiert. Dann aber wird sie pl\u00f6tzlich ausdruckslos (\u201estill face\u201c) und bleibt regungslos, obwohl das Baby weiterhin kommuniziert und Kontakt aufnimmt. Aber innerhalb von Sekunden reagiert das Kind irritiert und zunehmend gestresst, - was eindeutig zeigt, wie wichtig lebendiger emotionaler Austausch f\u00fcr die fr\u00fchkindliche Entwicklung ist. <\/span><\/p>\n<p data-start=\"786\" data-end=\"1407\"><span class=\"ac-designer-marked-selection ac-designer-copy\">However, the decisive factor is not the disruption, but what happens afterwards: When the mother \u201ecomes back\u201c, most babies react with relief and seek to reconnect. This<span>\u00a0<\/span><strong data-start=\"1112\" data-end=\"1165\" class=\"ac-designer-copy\">Micro-moments of irritation and rapprochement<\/strong><span>\u00a0<\/span>calls Tronick<span>\u00a0<\/span><strong data-start=\"1180\" data-end=\"1205\" class=\"ac-designer-copy\">\u201eMismatch and Repair:<\/strong> they occur all the time in everyday life and are not problematic, but <strong data-start=\"1255\" data-end=\"1269\" class=\"ac-designer-copy\">essential<\/strong><span>\u00a0<\/span>for development. <\/span><\/p>\n<p data-start=\"1409\" data-end=\"1819\">In his book <em data-start=\"1455\" data-end=\"1477\">The Power of Discord<\/em> (2023) he describes that it <strong data-start=\"1501\" data-end=\"1548\">not the perfect harmony (or mother) or the flawless interaction<\/strong> is, strengthens the development, - but the <strong data-start=\"1591\" data-end=\"1697\">recurring interplay of minor disruption (\u201emismatch\u201c) and successful reconnection (\u201erepair\u201c)<\/strong>. These micro-experiences help the child to develop emotional flexibility, relationship skills and self-regulation.<\/p>\n<p data-start=\"786\" data-end=\"1407\"><span class=\"ac-designer-marked-selection ac-designer-copy\"><\/span><\/p>\n<p data-start=\"786\" data-end=\"1407\"><span class=\"ac-designer-marked-selection ac-designer-copy\"><\/span><\/p>\n<h4><span class=\"ac-designer-marked-selection ac-designer-copy\">\ud83c\udfad<span>\u00a0<\/span><strong data-start=\"1573\" data-end=\"1653\" class=\"ac-designer-copy\">Mismatch as a learning opportunity: being playfully challenging in DIRFloortime<\/strong><\/span><\/h4>\n<p><span class=\"ac-designer-marked-selection ac-designer-copy\">The developmental work with children in the<span>\u00a0<\/span><strong data-start=\"1712\" data-end=\"1736\" class=\"ac-designer-copy\">DIRFloortime method<\/strong><span>\u00a0<\/span>builds on this insight when we do not simply confirm the usual or expected flow of interaction, but instead repeatedly interrupt it in a targeted and playful way, i.e. <strong data-start=\"1917\" data-end=\"1942\" class=\"ac-designer-copy\">playfully challenging<\/strong><\/span><span class=\"ac-designer-marked-selection ac-designer-copy\"><strong data-start=\"1917\" data-end=\"1942\" class=\"ac-designer-copy\">\u00a0(Playful Obstruction).<\/strong> For example, the caregiver may easily block a familiar or expected course of action, act \u201estupid\u201c or deliberately wait a while to motivate the child to become active and take the initiative, and in this way to react socially and interact. <\/span><\/p>\n<p><span class=\"ac-designer-marked-selection ac-designer-copy\">This form of<span>\u00a0<\/span><strong data-start=\"2167\" data-end=\"2191\" class=\"ac-designer-copy\">creative irritation<\/strong><span>\u00a0<\/span>is similar to the principle of \u201emismatch and repair\u201c: it's not about control or frustration, or about teaching something, but about that,<span>\u00a0<\/span><strong data-start=\"2298\" data-end=\"2359\" class=\"ac-designer-copy\">to provide targeted small impulses that stimulate development<\/strong><span>\u00a0<\/span>- and at the same time help the child to deal with minor disagreements. <\/span><\/p>\n<p><span class=\"ac-designer-marked-selection ac-designer-copy\">Both Tronick and DIR emphasize: Development does not happen in perfection, but in<span>\u00a0<\/span><strong data-start=\"2526\" data-end=\"2596\" class=\"ac-designer-copy\">a lively dance of emotional resonance and connection, which is only intensified by the interplay of interruption and reconnection<\/strong>.<\/span><\/p>\n<h4 data-start=\"1826\" data-end=\"1861\"><\/h4>\n<h4 data-start=\"1826\" data-end=\"1861\"><\/h4>\n<h4 data-start=\"1826\" data-end=\"1861\"><\/h4>\n<h4 data-start=\"1826\" data-end=\"1861\">\ud83e\udde9 What does that mean in practice?<\/h4>\n<p data-start=\"1863\" data-end=\"1900\"><strong data-start=\"1863\" data-end=\"1900\">Practical example 1: In therapy<\/strong><\/p>\n<p data-start=\"1902\" data-end=\"2330\">A child always stacks building blocks in the same pattern. The therapist \u201eaccidentally\u201c puts a block in the wrong place - and waits. The child looks at her in surprise for a moment - and then takes the wrong block and puts it in the right place. A moment of irritation - <strong data-start=\"2185\" data-end=\"2237\">but also a moment when the child becomes active<\/strong>, and thinks along with them. It is precisely such experiences that promote self-efficacy and flexibility.<\/p>\n<p data-start=\"2332\" data-end=\"2371\"><strong data-start=\"2332\" data-end=\"2371\">Practical example 2: In everyday family life<\/strong><\/p>\n<p data-start=\"2373\" data-end=\"2801\">A father holds out the zipper of his child's jacket, as he does every morning. But today he stops, smiles and says: \u201eOh, I don't even know how to do that...?\u201c The child hesitates, looks - and tries to grab the zipper himself. Maybe it doesn't work yet - but <strong data-start=\"2654\" data-end=\"2682\">the moment of waiting<\/strong> gives the child space to try things out, to act independently - embedded in a safe, playful relationship.<\/p>\n<h4 data-start=\"2808\" data-end=\"2867\"><\/h4>\n<h4 data-start=\"2808\" data-end=\"2867\"><\/h4>\n<h4 data-start=\"2808\" data-end=\"2867\">\ud83c\udfad Connection to DIRFloortime: playfully challenging to entice interaction<\/h4>\n<p data-start=\"2869\" data-end=\"3237\">The <strong data-start=\"2878\" data-end=\"2902\">DIRFloortime method<\/strong> makes targeted use of such moments of \u201eplayful irritation\u201c - for example through <strong data-start=\"2976\" data-end=\"2999\">playfully challenging <\/strong>be. This means building in a planned, benevolent \u201estumbling block\u201c to support the child, <strong data-start=\"3101\" data-end=\"3146\">interact socially and emotionally<\/strong>. The goal is not frustration, but: Initiative, interaction, problem-solving behavior and communication circles.<\/p>\n<p data-start=\"3239\" data-end=\"3269\"><strong data-start=\"3239\" data-end=\"3269\">Practical example 3: In the game<\/strong><\/p>\n<p data-start=\"3271\" data-end=\"3616\">A child likes to let a small ball roll down the slide. The therapist holds the ball back once and says in surprise: \u201eOh - is that yours?\u201c The child pauses, looks and reacts, perhaps with gestures or speech, - to re-establish the sequence. A simple but very effective opportunity for interaction.<\/p>\n<h4 data-start=\"3623\" data-end=\"3669\"><\/h4>\n<h4 data-start=\"3623\" data-end=\"3669\"><\/h4>\n<h4 data-start=\"3623\" data-end=\"3669\">\ud83e\udd32 Conclusion: Relationship does not mean perfection<\/h4>\n<p data-start=\"3671\" data-end=\"3932\">This idea can be particularly helpful when working with children with special needs: <strong data-start=\"3763\" data-end=\"3817\">It's not a bad thing if things don't \u201erun smoothly\u201c.<\/strong> <strong>On the contrary - development happens in the friction, in the small irritation, in the rediscovered harmonious exchange.<\/strong><\/p>\n<p data-start=\"3934\" data-end=\"4140\">Because when the child experiences: <em data-start=\"3961\" data-end=\"4050\">\u201eSomething doesn't fit right now - but I can deal with it. And my counterpart stays there.\u201c<\/em>, then real resilience is created. And seemingly small moments become big steps.<\/p>\n<\/div><\/div><\/div><\/div><\/div>\n<span class=\"et_bloom_bottom_trigger\"><\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":4367,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1,69,65,70,8,67],"tags":[],"class_list":["post-9870","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autistischen-kindern-bruecken-bauen","category-co-regulation","category-floortime-dirfloortime","category-entwicklung","category-tips-spielideen","category-verhalten"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Warum kleine St\u00f6rungen gut sind - Autistische Kinder<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/janert.info\/en\/9870-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Warum kleine St\u00f6rungen gut sind - 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