Children with autism are often described as visual thinkers, so by externalising the mental image somewhere else in their reality, it may help them pick up the concept of imaginative play
— Zhen Bai
In a child’s mind, everyday objects can become almost anything: a large cardboard box can be a rocket ship, or a wooden block can be a fighter jet. While this type of play, known as pretend or imaginative play, is a source of fun, it also plays an important role in cognitive development.
Imaginative play helps develop social and language skills, as well as “theory of mind” – the ability to recognise our own emotional states and that other people see things differently than we do. This type of play typically emerges around 18 months of age and reaches its peak between four and seven years of age.
For children with autism or Asperger Syndrome however, the ability to engage in pretend play is highly diminished. Autism spectrum conditions are characterised by difficulties in the development of social relationships and communication skills, and difficulty in sharing in imaginative play is one of the criteria used in making a diagnosis.
Currently, there are various intervention methods which are used to encourage children with autism or Asperger Syndrome to engage in pretend play, which have shown varying degrees of success. Recently, researchers at the University of Cambridge have developed an augmented reality system which aims to help children with autism to experience pretend play in a more visually engaging and meaningful way.
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Reproduced courtesy of the University of Cambridge
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