The Importance of Play for Children with Autism
The DSM V (2013) criteria for Autism diagnosis has been rearranged into 2 key areas, social communication/ interaction and presentation of restrictive or repetitive behaviours. Under clinical assessment Autistic children showed differences in social and emotional understanding, social communication and how they experience the world around them. It follows then that these are the areas that need to be supported through educational intervention. It has been widely researched that the most effective way to do this is through building connection through relationships.
Why is this so important? Consider what happens when a child, any child, feels connected. When a child feels connected, the brain signals to the body that all is well. The Autistic child who is trying to understand the rhymes and rhythms of the world around them can often feel governed by chaos and this can result in the child experiencing extended periods in a fight or flight response. Not only is this exhausting for the child but they are simply in no position to acquire or consolidate learning. Connection on the other hand, relaxes the brain and generates feelings of safety and wellbeing for the child. The parts of the brain responsible for reasoning, impulse control and memory lights up. When the brain is feeling safe and connected, a child can be curious about their learning, can remember what they have learned and develop new skills. When we understand this as educators, we quickly realize that most of our strategies and interventions are completely reliant on building connection with the child, to support their regulation and readiness to learn. And how do we build connection with the child? We build connection through relationship and we build relationship through play.
This is particularly true for the children that attend our school. But is also recognized as being central for building curriculum in all primary schools in Ireland. The need for hands on, meaningful, child led experiences based on the interest of the child was highlighted by inspectors as key to the development of a quality curriculum in the Chief Inspectors Report published by the department of education in 2020.
Mary McKenna and Anne Collins (2022)
The DSM V (2013) criteria for Autism diagnosis has been rearranged into 2 key areas, social communication/ interaction and presentation of restrictive or repetitive behaviours. Under clinical assessment Autistic children showed differences in social and emotional understanding, social communication and how they experience the world around them. It follows then that these are the areas that need to be supported through educational intervention. It has been widely researched that the most effective way to do this is through building connection through relationships.
Why is this so important? Consider what happens when a child, any child, feels connected. When a child feels connected, the brain signals to the body that all is well. The Autistic child who is trying to understand the rhymes and rhythms of the world around them can often feel governed by chaos and this can result in the child experiencing extended periods in a fight or flight response. Not only is this exhausting for the child but they are simply in no position to acquire or consolidate learning. Connection on the other hand, relaxes the brain and generates feelings of safety and wellbeing for the child. The parts of the brain responsible for reasoning, impulse control and memory lights up. When the brain is feeling safe and connected, a child can be curious about their learning, can remember what they have learned and develop new skills. When we understand this as educators, we quickly realize that most of our strategies and interventions are completely reliant on building connection with the child, to support their regulation and readiness to learn. And how do we build connection with the child? We build connection through relationship and we build relationship through play.
This is particularly true for the children that attend our school. But is also recognized as being central for building curriculum in all primary schools in Ireland. The need for hands on, meaningful, child led experiences based on the interest of the child was highlighted by inspectors as key to the development of a quality curriculum in the Chief Inspectors Report published by the department of education in 2020.
Mary McKenna and Anne Collins (2022)