Pretend play, often called symbolic play, is a developmental milestone where a child uses an object or action to represent something else. This skill indicates a child’s capacity for abstract thought and is typically observed beginning in the second year of life. This imaginative activity supports the development of social understanding, language, and emotional regulation as toddlers move from simple imitation to complex scenarios. Understanding how this milestone relates to Autism Spectrum Disorder (ASD) is important for providing appropriate support and intervention.
Characteristics of Pretend Play in ASD
Autistic toddlers engage in imaginative activities, but the form and quality of their play differ from typically developing peers. Children with ASD often demonstrate a strength in functional play, using toys for their intended purpose (e.g., pushing a toy car or feeding a doll). This contrasts with symbolic play, where a child uses an object to represent something else (e.g., a block as a phone), which tends to be less spontaneous.
The development of symbolic play is often delayed and may appear less flexible or more rigid. For instance, a child might engage in scripted play, meticulously re-enacting scenes from a favorite movie or book. These complex scenarios are typically repeated without adaptation, showing limited spontaneous improvisation.
Another common difference is a preference for repetitive object play, such as spinning a toy car’s wheels or precisely lining up objects. This focus on sensory input is distinct from imaginative abstraction. The observed differences are not a lack of interest in play, but a difference in preferred style. Autistic toddlers are less likely to initiate complex pretend scenarios spontaneously, but they are capable of engaging in symbolic play when provided with direct instruction, modeling, or specific prompts.
The Cognitive Basis for Play Differences
The unique characteristics of play in toddlers with ASD are rooted in differences in underlying cognitive functions supporting imagination and social interaction. One significant area is Theory of Mind (ToM), the ability to understand that other people have different thoughts, beliefs, or desires. Complex symbolic play often requires this skill, particularly when engaging in social role-playing, such as taking on the perspectives of a doctor and a patient.
Difficulty in abstracting mental states can make it challenging to maintain a shared, imagined reality with a play partner. This cognitive difference is also connected to challenges in symbolic representation, the ability to assign an abstract meaning to a concrete object. For instance, using a block to represent a piece of cake requires moving beyond the object’s literal function.
Executive function (EF) challenges, including difficulties with planning, cognitive flexibility, and generativity, also influence play patterns. Complex pretend scenarios require the ability to plan a sequence of actions, inhibit the literal function of an object, and flexibly adjust the storyline. The need to spontaneously generate new ideas is often less developed in autistic children, contributing to a preference for structured or repetitive play.
Techniques to Promote Symbolic Play
Parents and caregivers can support the development of symbolic play skills using specific strategies. One effective approach is modeling, where an adult demonstrates a simple pretend action and encourages the child to imitate it. This begins with simple functional actions, such as pretending to drink from a cup, before gradually moving toward symbolic actions, like pretending a banana is a phone.
Scaffolding involves starting with play the child already enjoys and slowly increasing abstraction. If a child is focused on lining up cars, a caregiver can join the play and then introduce a small symbolic element, such as pretending one car is driving to a store. This technique builds on the child’s existing interests to expand their imaginative capacity.
Using visual supports can make abstract concepts more concrete and understandable. Simple picture cards or social stories illustrating a pretend scenario, such as a tea party, provide a predictable framework for the play. For toddlers requiring structured support, professional interventions like the Early Start Denver Model (ESDM) or play therapy (such as FloorTime) foster joint attention and symbolic play. These interventions focus on turn-taking and shared control to build the social-communication skills necessary for imaginative interaction.