Understanding and Embracing Autistic Play
Play is a fundamental part of childhood. It is how children learn, express themselves, and engage with the world. However, when it comes to autistic children, play is often misunderstood. Traditional views of play tend to center around neurotypical development, leading many to label autistic play as "inappropriate" or "non-functional." In reality, autistic play is just as meaningful, valuable, and joyful as any other form of play. When we broaden our understanding, we can create more inclusive and affirming environments for autistic children to thrive.
What is Autistic Play?
Autistic play does not always follow the conventional developmental trajectory we associate with neurotypical children. Instead, it is a unique and dynamic way of interacting with the world. Here are some key characteristics of autistic play:
Nonlinear Development: Unlike the structured stages of play seen in neurotypical children, autistic children may develop play skills in a less predictable order. They might engage in advanced imaginative play early on while continuing to enjoy sensory exploration later in life.
Sensory-Driven Play: Many autistic children engage in play that fulfills sensory needs. This can include spinning, rocking, jumping, watching objects move, or engaging in tactile experiences like rubbing fabrics or playing with water. Sensory play is often crucial for self-regulation and enjoyment.
Imitative Play: Autistic children may prefer to replicate scenes they have observed rather than inventing new ones. They may recreate movie scenes, mimic adult routines, or repeat structured play patterns with precision. This type of play is often mistaken as "not creative," but it is simply a different way of engaging with imagination.
Interest-Based Play: Autistic children often have strong, passionate interests that guide their play. Whether it's trains, numbers, dinosaurs, or letters, their play may center around specific themes and be deeply immersive. Rather than discouraging these interests, we should celebrate and support them.
Non-Traditional Play: Many autistic children enjoy playing with objects in unconventional ways. For example, instead of using toy cars for racing, they may prefer to watch the wheels spin. They might line up objects, open and close drawers, or stack everyday items in unique patterns. What may seem unusual to outsiders is often a meaningful and exploratory experience for the child.
Comfort and Predictability: Play for autistic children often follows routines and predictable patterns. This consistency provides a sense of security and joy. Disruptions to their preferred play style may cause distress rather than excitement.
Challenging Old Narratives: Is There a "Right" Way to Play?
A common misconception in therapy and education is that autistic children need to be taught how to play like neurotypical peers. This assumption is flawed. Play is not a skill that must conform to a specific mold; it is a personal, self-directed experience. Instead of pushing autistic children toward "typical" play, we should:
Respect Their Play Styles: Whether they are lining up toys, engaging in repetitive actions, or fixating on a particular interest, their play is valid and meaningful.
Model Without Expectation: Exposing autistic children to different types of play without forcing participation allows them to explore at their own pace.
Expand Play in a Supportive Way: Providing new play ideas without coercion can encourage flexibility without causing distress.
Prioritize Joy and Comfort: Play should be enjoyable, not a task or a goal-driven exercise.
The Role of Clinicians and Educators
Professionals working with autistic children can make a significant impact by adopting neurodiversity-affirming approaches to play. Instead of focusing on enforcing neurotypical play milestones, they can:
Promote shared enjoyment and relationships rather than "joint attention" as a requirement.
Encourage self-advocacy through play, allowing children to express preferences and dislikes.
Use play-based strategies to teach life skills while honoring the child's natural play tendencies.
Accommodate sensory needs rather than discouraging sensory-seeking play.
Avoid hand-over-hand prompting and forced interaction, allowing children to engage in play on their own terms.
All Play is Valid
By changing the way we view and approach play, we can create more inclusive and affirming spaces for autistic children. Play is a form of self-expression, learning, and joy—no matter what it looks like. When we embrace the uniqueness of autistic play, we empower children to engage with the world in ways that are meaningful to them.
Let’s move away from outdated perspectives and recognize that all play is okay.
Acknowledgment:
This blog post is based on insights shared by Andi Putt, M.S., CCC-SLP at the 2025 Play Conference. Andi is a speech-language pathologist passionate about neurodiversity-affirming care and supporting autistic children in their communication and play.
For more resources and information from Andi Putt, visit Our Team | Mrs Speechie P | United States.
