Imaginative Play
Autistic Spectrum Disorder and Imaginative Play
There is a perception that autistic children struggle with imaginative play. During my autism assessment process last year, I was asked about my childhood experience of building fictitious play scenarios. I recalled certain traits which applied to my imaginative play as a child. I would create a story from my imagination, and others could join, if they followed my direction. There was a small group I trusted to engage ‘correctly’. At the end of a day’s play, we would reconvene when we could, and resume from the point at which we had concluded. The imaginative world we inhabited was formed of a series of short chapters, into which we immersed ourselves. Some scenarios were replayed repeatedly – these provided safe places to play when the outside world became too loud.
At the conclusion of the assessment process, I learned that creating imaginary worlds, albeit within strict parameters, is one of many indicators of high functioning autistic spectrum disorder. I’ve written before about my assessment, and this post isn’t about autism as such. Though I do feel it’s worth highlighting the link between creative play and certain forms of autistic spectrum disorder. Many assumptions remain which are rooted in research categorising entire groups, rather than individuals.
As a child, I played with others on my own terms. Or I played alone, creating imaginary worlds, and imaginary friends. There were usually elements of fantasy and adventure within the stories. I see similar traits among some of the children I spend time with as a parent within our community. As adults, we encourage such play, regardless of age or ability of the child(ren).
Imagination In Adulthood
Writer’s block has been a companion recently. I’ve written a couple of poems, and a few short stories, but the words aren’t flowing. I’ve written before about various methods which may help remove the block, but success isn’t guaranteed. Working with a writer friend the other day, we discussed our different creative processes. Exploring the similarities and contrasts between how we work, I realised that my process mirrors that of my childhood.
Rather than begin with notes, a structured plan, or just writing and seeing where it leads, I live the words first. As an idea forms, I create the scene. No writing, just imagination. I’m ten years old again, experiencing the story through my mind’s eye. These are the places I go to when I leave a conversation, or depart a room. Not physically, but mentally. In part, this is perhaps my own autistic nature, removing me from a draining social situation. It is also my creative process at work. Within a single conversation, I gained a significant insight to my preferred method. I also enhanced my understanding of why I need time and space to think. There are structures to the thoughts, but they need the right environment in which to evolve.
In adulthood, I’ve unlearnt some of the social constructs which I’m supposed to adhere to. I have never lost the joy of imagining, and creating scenarios. Where I was told to stop daydreaming, I now understand the important role it has in my process. Asked who my favourite teacher was, I’ve always replied that it was Mrs Roberts. She let me write short stories on a Monday morning, rather than following the rest of the class and writing about what happened at the weekend.
I’ve met many other adults who are similarly uninhibited in retaining a love of play. I’ve also met those who feel they are too old to indulge in play. At some point in life, someone or something has intervened to tell them that such activities are childish. Which is a shame, as they might be repressing untapped creativity. And even empathy, which calls on us to imagine the experience of others.
Finally
No reason is needed for imaginative play. Whether we are creating or escaping, we are never too old to enjoy using our imagination. And it is something we should nurture and encourage in the children we encounter.
“I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.”
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Play based learning is so valuable. If you haven’t already, look up Reggio Emilia. Fascinating history and lovely philosophy of learning 🙂
Absolutely. From what I’ve read, Finland leads the way for play based learning within Europe, but other European nations (talking mainland continent) are beginning to take note and make changes. It’s a shame that outdated assumptions about how children learn, and the capacity of different ‘types’ of children to learn through imaginative play prevail elsewhere.
I agree. Sweden is also great for early years education. Maintained nursery schools in the UK often follow the same principles, but a play based system needs to be adopted for older years in primary and even secondary too. That would mean change at a government / curriculum level though. Would love to see it happen one day!
Definitely. When my work was office based, we used to say that a playground for adults would be great. Somewhere to work off a bit of steam, take a break from the screens, and perhaps generate ideas too. A colleague visited the London office of a large internet search company, and they had soft play style areas for staff – both to help ease any office stress, and to support stimulation of creativity!