Play is an important part of human development, serving as the primary way young children learn about the world, practice social interactions, and develop cognitive skills. For toddlers, play is a mechanism for exploring cause-and-effect, language, and creativity. Differences in how children engage in play are often among the earliest developmental variations noted in children with Autism Spectrum Disorder (ASD). This article examines how pretend play, a complex and abstract form of play, manifests in autistic toddlers and what this means for their development.
Defining Symbolic and Pretend Play
Understanding the distinction between types of play is necessary to appreciate the developmental differences in ASD. Functional play involves using an object for its intended purpose, often in a repetitive manner, such as a toddler pushing a toy car or using a toy hammer.
Symbolic play, also known as dramatic or pretend play, represents a significant cognitive shift. This play involves using an object, action, or idea to represent something else. For example, a child uses a banana as a telephone or enacts a familiar routine like feeding a doll. This imaginative leap allows children to explore scenarios that are not physically present.
Characteristics of Pretend Play in Autistic Toddlers
Autistic toddlers engage in pretend play, but it often appears less frequent, spontaneous, or complex compared to their neurotypical peers. When it occurs, the play may be characterized by a strong adherence to specific routines or a focus on sensory aspects of toys. A child might spend time spinning the wheels of a toy truck rather than driving it, prioritizing visual motion over functional use.
The symbolic use of objects often leans toward literal interpretations. They may struggle with using an abstract item, like a block, to represent a phone, preferring a realistic toy phone for pretend talk. When autistic toddlers engage in make-believe, it often takes the form of reenacting scenes from favorite movies or television shows in a highly structured and repetitive way.
Socially, the play tends to be more solitary or involves parallel play, where the child plays near others but not interactively. Reciprocal role-playing, which requires understanding and responding to a partner’s imaginary actions, is particularly challenging. This play is still meaningful and reflects the child’s engagement with their world.
Underlying Cognitive Factors Affecting Play Development
The observed differences in play are directly connected to underlying cognitive factors associated with ASD. Imitation and shared attention are foundational for learning play scripts but can be challenging for autistic toddlers. Difficulty in observing and spontaneously copying the actions of others limits their ability to naturally acquire complex pretend scenarios.
Symbolic thought, the core of pretend play, involves mapping a concrete object onto an abstract concept. Challenges with this abstract thinking make it difficult for a child to flexibly transform a common object into a prop for a fictional scenario, such as transforming a box into a spaceship. This preference for concrete, literal interpretation impacts the flexibility of their imaginative play.
Difficulties in Theory of Mind (ToM)—the ability to understand that others have different perspectives, intentions, and beliefs—also affect complex role-playing. Reciprocal play requires a child to take on and maintain a role while anticipating the imaginary actions of their play partner. Research shows a connection between deficits in ToM measures and delays in pretend play scores in children with autism.
Practical Strategies for Fostering Imaginative Play
Parents and caregivers can support the development of symbolic play by creating structured opportunities for imagination. One effective approach is to model simple, clear play actions, such as pretending to drink from an empty cup or making a doll wave. Narrating the play out loud, for example saying, “The car is driving fast,” helps connect the action to language.
Using a child’s special interests as a starting point increases engagement and motivation. If a child is fascinated by trains, the play can begin with creating a pretend train station and incorporating those interests into a role-playing script. Incorporating visual supports, like a storyboard or a simple picture schedule of the play sequence, provides the structure and predictability many autistic children prefer.
It is helpful to follow the child’s lead during play, allowing them to determine the roles and the flow of the scenario rather than forcing a complex script. By being patient and celebrating all efforts, caregivers can encourage the development of imagination. Supportive, individualized strategies can help foster meaningful imaginative engagement.