Play the Neurodivergent Way
Neuro-developmental differences can be observed through children’s play. Differences may be seen in the way children approach play spaces, interact with their peers, manipulate play objects, attend to details, move their bodies, use language, and express their emotions. These differences are the result of divergent neurological pathways. Without this knowledge and understanding from the community our neurodivergent children may be at risk for teasing and bullying.
As parents, carers, and teachers, we can mitigate these risks by acknowledging and normalising that neurodivergent children:
move through developmental play stages at different rates in comparison to neuro typically developing peers and are likely to be emotionally younger than their same aged peers
benefit from continued access to materials not always typical for their age such as clothes for dressing up, role play, dolls and / or play sets
can have intense play interests and passions that regulate their nervous system and may provide a springboard into further learning
benefit from regular unstructured play opportunities for example sorting, organising, and arranging, building, making, and designing their own ideas
may become overwhelmed with lots of children in play areas and require an alternative quieter space to access play opportunities
may be more interested in play processes than end products
may be more interested in small parts play or be curious about how something works
require large chunks of uninterrupted time to play and may require assistance with transitioning
may need to extend on their play the following day and need safe keeping of models, constructions, drawings, modelling
may benefit from play experiences with one other child as opposed to a large group of children
may become emotionally dysregulated if play doesn’t go to plan, is cut short unexpectedly, becomes loud or noisy, or if there are rule changes
When children come into the therapeutic play space at Badger’s Place they can expect the following:
an emotional check in
to be nurtured and to feel safe
communication preferences respected (verbal and non-verbal)
interest in their passions and hobbies
opportunities to process emotion through playful experiences
autonomy over play choices (starting and ending)
emotional support through co-regulatory practices
confidentiality (limits withstanding)
opportunity to provide session feedback
hopes for next session
Advocating for learning through play is my passion. If you would like to read my recent research into the state of play-based learning in QLD schools click here. If you think I might be a good match for your little person I encourage you to make contact and see how I might be able to support you and your young family connect and thrive through play. You can see my playroom here.
