Play is a fundamental part of early childhood development, allowing children to explore their environment, build communication skills, and develop social connections. For toddlers with autism spectrum disorder (ASD), play can present unique challenges, such as difficulties with social interaction, imaginative play, or sensory sensitivities (American Psychological Association, 2020). However, with a few thoughtful adaptations, playtime can become a joyful and enriching experience that supports a child’s growth. This blog explores various play ideas tailored to the needs and interests of toddlers with ASD, providing practical suggestions that parents and caregivers can use to engage their children in meaningful play.

Understanding the Importance of Play for Toddlers with ASD

Play is an essential activity for all toddlers, including those with ASD, as it helps build crucial skills like communication, problem-solving, and motor development. According to the National Autism Center (2015), structured play can significantly support cognitive and social development in young children with autism. For toddlers with ASD, engaging in play can also help them practice joint attention, develop imitation skills, and build relationships with others. Joint attention, for instance, is a foundational skill where a child learns to share focus on objects or activities with another person, which is critical for language and social interaction (Kasari et al., 2008). Structured and guided play activities can create opportunities for toddlers with ASD to practice these skills in a safe and enjoyable way.

Incorporating Sensory Play: Exploring the Senses

Many toddlers with ASD have unique sensory preferences and may be either over-sensitive or under-sensitive to sensory input like touch, sound, or movement. Sensory play, which involves activities that stimulate a child’s senses, can be particularly beneficial. Activities like playing with water, sand, or slime allow toddlers to explore different textures and sensations, helping them become more comfortable with varied sensory experiences (Case-Smith et al., 2015). For example, filling a small container with dry rice or beans and hiding small toys inside can provide a fun and calming activity. The child can use their hands to dig through the rice and discover hidden objects, promoting tactile exploration and fine motor skills.

For toddlers who may be more sensitive to noise, creating a quiet sensory corner with soft fabrics, weighted blankets, or noise-canceling headphones can offer a comforting space where they can engage in sensory play without feeling overwhelmed (Baranek et al., 2014). These activities not only help toddlers manage sensory sensitivities but also create opportunities for joint attention and shared play when parents or caregivers participate alongside the child.

Using Cause-and-Effect Toys: Encouraging Engagement

Cause-and-effect toys are another engaging way to encourage play in toddlers with ASD. These toys teach the concept of action and reaction, such as pressing a button to make a toy light up or spin. For many toddlers with autism, the predictability of these toys can be especially appealing, as they allow children to understand and anticipate outcomes (Wetherby & Prizant, 2000). Playing with a toy that makes sounds or moves when activated can also motivate a child to interact with their environment, fostering curiosity and engagement.

For example, simple toys like pop-up toys, where pressing a button makes a character appear, can create opportunities for practicing turn-taking and imitation. Parents can demonstrate how to press the button, and then encourage the toddler to take a turn. These playful interactions can be a starting point for building communication skills, as they offer chances for the child to request help or show excitement when the toy activates. Over time, such activities can be expanded to include more complex play patterns, encouraging longer engagement and social interaction.

Imitative Play: Building Social and Communication Skills

Imitative play is a key developmental milestone that many toddlers with ASD may need extra support to master. This type of play involves copying the actions or sounds of another person, which can be foundational for learning language and social behaviors (Ingersoll & Meyer, 2011). For toddlers with autism, starting with simple, repetitive actions like clapping hands, tapping a drum, or blowing bubbles can be effective. Parents can model these actions and encourage the child to imitate them, offering praise or a favorite toy as a reward when the child successfully copies the behavior.

Engaging in imitative play can help toddlers with ASD develop an understanding of social turn-taking and foster a sense of connection with their caregivers. Over time, as the child becomes more comfortable with imitation, more complex activities like pretend play with toy animals or using gestures to communicate can be introduced. For example, parents can make a toy lion roar, then encourage the child to make the same sound. These playful moments offer a natural way to teach new words and concepts, making language learning an enjoyable part of daily interactions.

Structured Play with Visual Supports: Enhancing Understanding

Visual supports can be a valuable tool during playtime with toddlers with ASD, as they help clarify expectations and provide a visual cue for what comes next (Hodgdon, 2011). Using a visual schedule with pictures of different play activities can help a child understand the sequence of events and feel more comfortable transitioning between activities. For instance, a visual schedule might show images of “puzzle time,” “snack time,” and “reading time,” allowing the child to see what comes next in their routine.

Structured play activities like puzzles, shape sorters, or matching games can also benefit from visual supports, especially when children are first learning how to use these toys. A parent can use picture cards to show the child how to match shapes or complete a puzzle, then gradually reduce the prompts as the child becomes more familiar with the activity. This approach is consistent with ABA strategies that emphasize breaking tasks down into small steps and using prompts to teach new skills (Cooper, Heron, & Heward, 2020). Visual supports provide a way for children to understand play activities more easily, making them a helpful tool for creating engaging play experiences.

Interactive Music and Movement: Encouraging Physical Play

Music and movement activities can be particularly engaging for toddlers with ASD, providing both sensory stimulation and opportunities for social interaction. Singing familiar songs with accompanying gestures, like “Itsy Bitsy Spider” or “Wheels on the Bus,” can encourage toddlers to participate through clapping, tapping, or imitating the motions. Music activities can also promote joint attention and encourage spontaneous communication, as children may naturally express their enjoyment through smiles or sounds (Walworth, 2007).

For toddlers who enjoy physical play, activities like rolling a ball back and forth or dancing to music can provide opportunities for active engagement. These activities not only support motor development but also teach important social skills like taking turns and following simple directions. For example, a game of rolling a ball between a parent and child can evolve into a chance to practice simple requests like “roll” or “more,” supporting language development while keeping playtime fun.

Conclusion

Creating fun and engaging play experiences for toddlers with ASD requires understanding their unique interests and sensory needs. Sensory play, cause-and-effect toys, imitative activities, visual supports, and interactive music all offer opportunities for parents and caregivers to connect with their children through play. By focusing on the child’s strengths and adapting activities to their preferences, families can create enriching playtime experiences that foster development, build communication skills, and strengthen social connections. Play is not only an enjoyable activity but also a powerful tool for growth and learning, especially when guided by the child’s interests and needs.

References

American Psychological Association. (2020). Autism spectrum disorder. *APA Dictionary of Psychology*. https://www.apa.org

Baranek, G. T., Boyd, B. A., Poe, M. D., David, F. J., & Watson, L. R. (2014). Sensory features and repetitive behaviors in autism spectrum disorders. *Journal of Autism and Developmental Disorders*, 44(3), 616-629.

Case-Smith, J., Weaver, L. L., & Fristad, M. A. (2015). A systematic review of sensory processing interventions for children with autism spectrum disorders. *Autism*, 19(2), 133-148.

Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). *Applied Behavior Analysis* (3rd ed.). Pearson.

Hodgdon, L. A. (2011). *Visual strategies for improving communication: Practical supports for school and home*. QuirkRoberts Publishing.

Ingersoll, B., & Meyer, K. (2011). Examining the role of imitation in the development of early play and language in children with autism. *Autism*, 15(3), 340-357.

Kasari, C., Freeman, S., & Paparella, T. (2008). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. *Journal of Child Psychology and Psychiatry*, 49(6), 617-628.

National Autism Center. (2015). *National standards project, phase 2*. National Autism Center.

Walworth, D. D. (2007). The use of music therapy within the SCERTS model for children with autism spectrum disorder. *Journal of Music Therapy*, 44(1), 2-22.

Wetherby, A. M., & Prizant, B. M. (2000). *Autistic spectrum disorders: A transactional developmental perspective*. Paul H. Brookes Publishing.