A comparative review of early forms of object-directed play and parent-infant play in typical infants and young children with autism.
The article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Whilst, collectively, the findings indicate that there may be both qualitative and quantitative differences in the early play of children with autism, relative to that of other children, it is also clear that significant gaps exist in our current knowledge. It is proposed that longitudinal studies, which make a detailed examination of the form and developmental trajectory of early play, are needed if we are to devise the most effective content, design and outcome measures for intervention programmes using play as a therapeutic medium.
Williams
Emma
E
Department of Psychology, School of Human Sciences, University of Surrey, Guildford, UK. e.i.williams@surrey.ac.uk
D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D018479:Early Intervention, Educational; D006801:Humans; D007223:Infant; D010287:Parent-Child Relations; D010290:Parents / Q000523:psychology*; D010988:Play and Playthings / Q000523:psychology*