Understanding Autistic Play: An Evidence Based Guide

Understanding and Nurturing Autistic Play in Early Years Settings:

Early Years Foundation Stage (EYFS) teachers play a crucial role in shaping the developmental experiences of young children. Recent research has shed light on the unique aspects of autistic play, providing valuable insights that can help us create more inclusive and supportive environments for autistic children in our care. This guide is based heavily on the research of Pritchard and Rowe (2024) and aims to translate these research findings into practical strategies for EYFS settings, ensuring that we can better understand and nurture the play experiences of autistic children.

By understanding the nuances of autistic play, we can:

• Create more inclusive learning environments
• Support the well-being and development of autistic children
• Lead a sense of belonging for all children in our care
• Enhance our own professional practice and understanding

Let’s explore the key findings and their implications for our EYFS/Preschool settings.

The Value of Solitary Play

Research Finding: Solitary play is crucial for autistic individuals, allowing them to recuperate from the stress of navigating a predominantly neurotypical world.

Implications for EYFS Settings:

As EYFS teachers, we often encourage social interaction and group play. However, it’s essential to recognise the value of solitary play for autistic children. Here’s how we can support this:

Create quiet spaces: Designate areas in your classroom where children can engage in solitary play without interruption. These spaces might include:

•  Reading nooks or corners with comfortable seating
•  Individual art stations
•  Sensory corners with fidget toys and calming objects
• Respect boundaries: If an autistic child is engrossed in solitary play, avoid unnecessary interruptions. Allow them the time and space to engage fully in their chosen activity.

Educate peers: Teach neurotypical children about the importance of respecting others’ need for alone time. This can help create a more understanding and inclusive environment.

Balance activities: While group activities are important, ensure your daily schedule includes ample opportunities for individual play and exploration.

Practical Tip: Observe and document the solitary play behaviours of autistic children in your care. This can provide valuable insights into their interests and comfort levels, which you can use to inform your planning and interactions. You don’t need to get involved just observe.

Preferred Forms of Play and Well-being

Research Finding: Engaging in preferred forms of play contributes to an increased sense of well-being for autistic individuals.

Implications for EYFS Settings:

Understanding and supporting autistic children’s preferred play activities can significantly impact their overall well-being and engagement in the learning environment. Consider the following approaches:

Conduct play preference assessments: Regularly observe and document the types of play activities that each autistic child gravitates towards. This might include:

 Specific toys or materials they frequently choose

 Types of sensory experiences they seek out

 Themes or topics that consistently appear in their play

Incorporate preferred activities: Once you’ve identified a child’s preferred play activities, make sure to include these in your daily or weekly planning. This could involve:

 Setting up specific play stations that cater to their interests

 Incorporating their favourite themes into group activities or storytimes

 Providing materials that support their preferred sensory experiences

Expand on interests: Use the child’s preferred play activities as a springboard for introducing new, related experiences. For example, if a child loves playing with toy cars, you might:

 Introduce books about different types of vehicles

 Set up a ‘car wash’ dramatic play area

 Create an art activity involving painting with toy car wheels

Communicate with families: Share your observations about the child’s play preferences with their family. This can help create consistency between home and school environments and provide valuable insights for parents.

Case Study: 

Jake, a 4-year-old autistic child in an EYFS setting, showed a strong preference for lining up toy animals. His teacher, Ms. Thompson, noticed that Jake seemed calmer and more engaged when allowed to pursue this activity. Instead of discouraging this behaviour, Ms. Thompson incorporated it into learning opportunities. She introduced sorting activities using the animals, created counting games, and even used the lined-up animals as a basis for storytelling. As a result, Jake’s overall engagement in classroom activities increased, and he began to show interest in a wider range of play experiences.

Social Play Preferences

Research Finding: Autistic individuals often prefer to play socially with other autistic people, particularly those with similar interests and preferences.

Implications for EYFS Settings:

While it’s not always possible to group children based on neurodiversity, we can create opportunities for autistic children to connect with peers who share their interests. Here are some strategies:

Interest-based groupings: When planning small group activities, consider grouping children based on shared interests rather than ability levels. This can create natural opportunities for autistic children to connect with like-minded peers.

Buddy systems: Implement a buddy system that pairs children with similar play preferences. This can help autistic children feel more comfortable during social play times.

Special interest clubs: Create lunchtime or after-school clubs focused on specific interests (e.g., dinosaurs, trains, space). These can provide a structured environment for autistic children to engage with peers who share their passions.

Inclusive language: Use language that celebrates diversity and different ways of thinking. For example, instead of saying “normal way of playing,” use phrases like “different ways of playing” or “unique play styles.”

Staff training: Ensure all staff members understand the importance of supporting autistic children’s social preferences. This might involve additional training on autism and neurodiversity.

Reflection Question: How can you create more opportunities in your setting for children to connect based on shared interests rather than age or ability levels?

Flow States and Hyperfocus

Research Finding: Getting into a flow state or being hyperfocused during play can be very beneficial for autistic individuals, but it can also lead to forgetting basic needs like eating or sleeping.

Implications for EYFS Settings:

The ability to enter a flow state or become hyperfocused is a valuable skill that can enhance learning and creativity. However, as EYFS teachers, we need to ensure that children’s basic needs are met. Here’s how we can balance these considerations:

Recognise the value of flow states: Understand that when an autistic child is deeply engrossed in an activity, they may be experiencing a highly beneficial state of focus and learning.

Set gentle reminders: Use visual timers or gentle verbal reminders to help children transition from intense play sessions to other necessary activities like snack time or toileting.

Create transition strategies: Develop individualised strategies to help autistic children move between activities.

Educate about self-care: Incorporate lessons about listening to our bodies and recognising when we need food, rest, or movement. This can help autistic children develop greater awareness of their physical needs.

Communicate with families: Work with parents to ensure consistency in approaches to managing hyperfocus between home and school environments.

Example Transition Strategy:

“Samantha, I can see you’re really enjoying building with the blocks. In five minutes, we’ll need to clean up for lunch time. Would you like to set the timer, or shall I do it?”

The Importance of Parallel Play

Research Finding: Parallel play is significant for autistic individuals. It involves playing different activities alongside others, providing a sense of support without immediate social interaction.

Implications for EYFS Settings:

Parallel play offers a valuable middle ground between solitary and highly social play. Here’s how we can support and encourage parallel play in our EYFS settings:

• Design the environment: Create spaces that naturally encourage parallel play. For example:
  • Long tables where multiple children can engage in individual activities side by side
  • Activity stations set up in close proximity but allowing for individual engagement
  • Sensory areas where children can explore different textures or materials alongside each other
• Model parallel play: As teachers, we can model parallel play by engaging in our own activity near a child, without expecting direct interaction.
• Encourage shared resources: Set up activities where children use shared resources but engage in individual play. For example, a sand table where each child has their own tools but shares the same sand.
• Respect boundaries: If a child shows discomfort with close proximity, allow them to gradually move closer to others at their own pace.
• Celebrate diverse play styles: Use positive language to acknowledge different ways of playing together. For example, “I see Zoe and Alex both enjoying the painting area. Zoe is painting a rainbow, and Alex is exploring mixing colours.”

Practical Activity: Parallel Play Stations

Set up a series of play stations around the room, each with multiple spots for individual play. Encourage children to choose a station and engage in their own play while being near others. Stations might include:

• Playdough table
• Colouring area
• Building block corner
• Sensory bin exploration

Imaginary Play and Fantasy

Research Finding: Some autistic individuals enjoy imaginary play that tends towards fantasy, such as role-playing games, re-enactments, or live-action role play.

Implications for EYFS Settings:

While fantasy play might not be as common among very young autistic children, we can lay the foundations for this type of imaginative engagement. Here are some strategies:

Introduce fantasy elements: Incorporate fantasy themes into your reading selections and storytelling activities. This might include:

•  Sensory Fairy tales and folklore
•  Stories about magical creatures
•  Books that blend reality with fantastical elements

Create fantasy play areas: Set up areas in your classroom that encourage fantasy play. This could include:

•  A ‘magic castle’ dramatic play area
•  A space station role-play corner
•  A ‘fairy garden’ small world play setup

Use props and costumes: Provide a variety of props and dress-up items that can spark fantasy play. This might include:

•  Capes and wands
•  Animal costumes
•  Cardboard boxes that can be decorated as spaceships or time machines

Support individual fantasy narratives: If you notice a child creating their own fantasy narrative during play, find ways to support and extend this. You might ask open-ended questions about their story or provide materials to help them illustrate their ideas.

Respect different levels of engagement: Some autistic children may prefer to observe fantasy play rather than actively participate. This is okay – they may be engaging internally with the narrative even if they’re not outwardly acting it out.

Activity Idea: Story Cube Adventures

Create or purchase a set of story cubes (dice with pictures instead of numbers). Encourage children to roll the dice and use the images to create fantastical stories. This can be done individually, in small groups, or as a whole class activity.

Reality-Based Play

Research Finding: Some autistic individuals prefer reality-based play, such as acting out familiar roles like being a teacher. These roles are based on experiences and knowledge they already possess.

Implications for EYFS Settings:

Reality-based play can provide a comfortable and familiar framework for autistic children to explore social roles and situations. Here’s how we can support this type of play:

Provide realistic props: Stock your dramatic play area with props that mimic real-life objects. This might include:

•  Play food and kitchen items
•  Doctor’s kits
•  Office supplies (safe versions for young children)
•  Dress-up clothes representing different professions

Create realistic play scenarios: Set up play areas that represent familiar environments. For example:

•  A home corner with a kitchen and living room setup
•  A shop area with a till and play money
•  A post office with envelopes, stamps, and a posting box

Incorporate real-life experiences: After class trips or special visitors, set up play areas that allow children to re-enact these experiences. For instance, after a visit from a firefighter, create a fire station dramatic play area.

Use social stories or Hero Cards: Create simple social stories about different real-life roles and situations. These can serve as springboards for reality-based play.

Support individual interests: If a child shows a particular interest in a specific role or scenario, provide extra resources to support this. For example, if a child is fascinated by trains, you might create a train station play area.

Respect preferences: Some autistic children may prefer to engage in the same reality-based scenario repeatedly. This repetition can be comforting and helps them process information about the world.

Practical Tip: Reality-Based Role Cards

Create a set of cards depicting different real-life roles (e.g., chef, teacher, shopkeeper). Children can choose a card and act out that role in the dramatic play area. This provides a structure for reality-based play while still allowing for choice and creativity.

Group Size Preferences

Research Finding: Autistic individuals generally prefer smaller social groups, particularly when these groups consist of other autistic individuals.

Implications for EYFS Settings:

While we can’t always control group composition in terms of neurodiversity, we can be mindful of group sizes and dynamics. Here are some strategies:

Offer small group activities: Regularly provide opportunities for children to work and play in small groups (2-4 children) rather than always focusing on whole-class activities.

Create quiet spaces: Designate areas in your classroom where children can play in pairs or small groups away from the busier areas.

Use flexible grouping: When planning activities, use a variety of grouping strategies. This might include:

•  Interest-based groups
•  Mixed-ability pairs
•  Free choice groupings

Provide individual options: Always have activities available that can be done individually, allowing children to step away from group play when needed.

Teach turn-taking and sharing in small groups: Use small group settings to teach and practice social skills like turn-taking and sharing explicitly.

Observe and respect preferences: Pay attention to which group sizes and compositions each child seems most comfortable with, and try to provide these options regularly.

Activity Idea: Rotating Stations

Set up several play or learning stations around the room, each designed for 2-4 children. Have children rotate through the stations in small groups. This allows for small group interaction while still providing structure and variety.

Understanding Hidden Play

Research Finding: Just because you see autistic children engaged in activities like lining up objects, it doesn’t mean you know what kind of imaginary play may be happening in their minds.

Implications for EYFS Settings:

This highlights the importance of avoiding assumptions and respecting the internal worlds of autistic children. Here’s how we can put this into practice:

Observe without judgement: When you see a child engaged in repetitive play like lining up objects, observe without immediately intervening or redirecting.

Ask open-ended questions: Gently inquire about what the child is doing or thinking about during their play. For example, “Can you tell me about your toys?”

Provide narrative opportunities: Offer children ways to express their internal narratives, such as:

• Drawing pictures about their play
• Dictating stories to an adult
• Using simple recording devices to describe their play

Respect non-verbal communication: Recognise that not all children will be able or willing to explain their play verbally. Look for non-verbal cues that indicate engagement and enjoyment.

Educate others: Help other staff members and neurotypical children understand that play can look different for different people, and that’s okay.

Document play patterns: Keep notes on individual children’s play patterns. Over time, you may notice themes or narratives emerging that weren’t immediately apparent.

Reflection Exercise: Hidden Narratives

This is a great activity for ECTs and even a reflective tasks for experienced teachers. Think about a time when you observed a child engaged in play that seemed repetitive or without obvious purpose. Consider:

• What might have been going on in the child’s mind?
• What clues (facial expressions, body language, vocalisations) might have given insight into their internal experience?
• How could you have supported or extended this play without disrupting it?

Certainly. I’d be happy to expand on this guide for EYFS teachers on understanding and nurturing autistic play. Let’s explore some additional aspects and go into more depth on certain topics.

Sensory Considerations in Play

While not explicitly mentioned in the initial research findings, sensory experiences often play a significant role in autistic children’s play preferences and behaviours. As teachers, it’s crucial to be aware of and accommodate these sensory needs.

Sensory-friendly play areas: Create spaces that cater to different sensory preferences. This might include:

• A ‘cosy corner’ with soft textures and dim lighting
• A ‘movement zone’ with equipment for swinging, bouncing, or spinning
• A ‘tactile table’ with various textures to explore

Sensory play options: Offer a range of sensory play materials, such as:

• Kinetic sand
• Water beads
• Playdough with different scents
• Light tables with translucent objects

Noise considerations: Be mindful of the acoustic environment. Consider:

• Using noise-cancelling headphones for children sensitive to sound
• Creating ‘quiet times’ during the day
• Using visual noise level indicators (e.g., a ‘noise meter’ poster)

Practical Tip: Sensory Profiles

Create a sensory profile for each child in your care. This can help you understand their individual sensory preferences and aversions, allowing you to tailor the environment and activities accordingly.

Supporting Special Interests

Many autistic children have intense interests in specific topics. These ‘special interests’ can be powerful motivators for learning and play.

Integrate special interests: Find ways to incorporate children’s special interests into various areas of learning. For example:

• If a child is fascinated by trains, use train-themed counting activities or books about trains in literacy sessions.
• Create art projects that allow children to explore their special interests visually.

Respect the depth of interest: Recognise that what might seem like repetitive play around a special interest could involve complex thought processes and learning.

Use interests as social bridges: Help children connect with peers who share similar interests, facilitating social interaction through shared passions.

Expand on interests: While respecting the child’s focus, gently introduce related topics or skills. For instance, if a child loves dinosaurs, you might introduce books about palaeontology or fossil-making activities.

Case Study:

Mia, a 5-year-old autistic girl, had an intense interest in butterflies. Her teacher, Mr. Johnson, used this interest to support Mia’s learning and social interactions. He introduced butterfly-themed books, set up a butterfly garden in the classroom, and organised a butterfly-painting activity. This not only engaged Mia but also sparked interest among her peers, creating natural opportunities for shared attention and conversation.

Supporting Communication in Play

Autistic children may have diverse communication needs and preferences. Supporting these in the context of play is crucial.

Alternative and Augmentative Communication (AAC): Familiarise yourself with various AAC methods and incorporate these into play scenarios. This might include:

• Picture Exchange Communication System (PECS)
• Simple voice output devices
• Sign language or Makaton

Visual choice boards: Create visual choice boards for play activities, allowing non-verbal children to indicate their preferences.

Narrate play: Provide simple narration of play activities, which can help autistic children process what’s happening and potentially join in.

Respect non-verbal communication: Recognise that communication isn’t just verbal. Pay attention to body language, facial expressions, and other non-verbal cues during play.

Give processing time: Some autistic children may need extra time to process verbal information. Pause and wait after giving instructions or asking questions during play activities.

Activity Idea: Communication Station

Set up a ‘Communication Station’ in your classroom with various tools to support communication during play. This might include visual choice boards, simple AAC devices, and pictures representing different play activities.

Supporting Emotional Regulation through Play

Play can be a powerful tool for emotional regulation, which is often a challenge for autistic children.

Emotion-focused play: Introduce play activities that help children identify and express emotions. This might include:

•  Emotion matching games
•  Role-play scenarios focused on feelings
•  Art activities where children depict different emotions

Calming play options: Ensure there are always play options available that can help with calming and self-regulation. This might include:

•  Repetitive activities like sorting or stacking
•  Sensory bottles or calm-down jars
•  Colouring or drawing activities

Physical play for regulation: Recognise that some children regulate through physical activity. Provide opportunities for:

• Outdoor play
• Indoor movement breaks
• Heavy work activities (e.g., pushing a weighted cart)

Validate emotions: When children express emotions through play, acknowledge and validate these feelings.

Reflection Question:

How can you use play-based activities to support emotional regulation in your EYFS setting? Consider both proactive strategies and in-the-moment supports.

Supporting Transitions in Play

Transitions can be challenging for many autistic children. Using play-based strategies can help make transitions smoother.

Transition objects: Allow children to bring a favourite toy or comfort object with them as they transition between activities.

Play-based warnings: Use playful cues to signal upcoming transitions. For example, a special song or a puppet that ‘tells’ children it’s time to change activities.

Transition games: Turn transitions into games. For example, moving like different animals as you transition from one area to another.

Visual schedules: Use visual schedules that incorporate pictures of different play activities to help children understand and prepare for changes.

Gradual transitions: Allow for overlap between activities when possible. For example, let a child bring an element of their current play to the next activity before fully transitioning.

By implementing these strategies and continuously reflecting on and adapting our practice, we can create EYFS environments that truly support and nurture autistic children’s play experiences. Remember, every child is unique, and what works for one may not work for another. The key is to observe, listen, and remain flexible in our approach.

Conclusion

Understanding and supporting autistic play in EYFS settings is crucial for creating inclusive, nurturing environments where all children can thrive. By implementing the strategies outlined in this guide, we can:

1. Respect and value the diverse play preferences of autistic children
2. Create environments that support both solitary and social play
3. Recognise the importance of flow states and parallel play
4. Support both fantasy and reality-based play scenarios
5. Be mindful of group sizes and dynamics
6. Avoid making assumptions about children’s internal experiences during play

As EYFS teachers, our role is to observe, understand, and support each child’s unique play journey. By doing so, we not only enhance the experiences of autistic children in our care but also create richer, more diverse learning environments for all children.

References:

Main Article Used: Diversity in Autistic Play: Autistic Adults’ Experiences. Autism in Adulthood. (2021). Retrieved August 19, 2024, from Autism in Adulthood.

Zhao YV, Gibson JL. Evidence for protective effects of peer play in the early years: Better peer play ability at age 3 years predicts lower risks of externalising and internalising problems at age 7 years in a longitudinal cohort analysis. Child Psychiatry Hum Dev. 2022. [Epub ahead of print]; https://doi.org/10.1007/s10578-022-01368-x.

Howes C. Social Play of Children with Adults and Peers. In: Nathan P, Pellegrini AD, eds. The Oxford Handbook of the Development of Play. Oxford, United Kingdom: Oxford University Press; 2012;232–244.

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