Have you ever noticed your child playing next to other kids but not really with them? This is called parallel play, and it’s an important step in how children learn to interact with others. For kids with autism, this type of play provides fascinating insights into their developmental process.
What Is Parallel Play?
Imagine a preschool classroom where two children are sitting on the rug, surrounded by wooden building blocks. Each child is building their block structure, completely focused on their own creation. They’re right next to each other but not talking or working together. That’s parallel play.
In parallel play, children play side by side, often doing similar things but in their own worlds. Similar to parallel train tracks—close, but not touching. This behavior is a typical developmental stage for all young children, usually around ages 2 to 3. However, for kids with autism, parallel play can last longer and plays a more significant role in their social development. The results of this long-term study show that parallel play is an important step for autistic children as they develop their social skills, even though these periods of growth may last longer than in typically developing children.
How Parallel Play Looks in Children with Autism
Parallel play in children with autism shares some basic similarities with those of neurotypical children. Both groups engage in independent activities while occupying the same space and have the opportunity to observe their peers, even if not directly interacting. However, the characteristics and progression of parallel play often differ significantly for children with autism:
Duration: While neurotypical children typically engage in parallel play between ages 2 and 3 before moving on to more interactive forms, children with autism may persist in this play stage for much more extended periods, sometimes well into their school years.
Social awareness: Children with autism might be less tuned in to their playmates. They’re often in their own world, intensely focused on their activity. Neurotypical children often provide occasional glances, smiles, or brief interactions during parallel play, while children with autism may remain more isolated.
Imitation: Neurotypical kids often play copycat during parallel play. Children with ASD are less likely to mimic their peers or incorporate observed behaviors into their own play.
Repetition: You might notice more repetitive or stereotyped behaviors during parallel play in children with autism, such as lining up toys or focusing intensely on specific parts of objects.
Transitions: Moving from parallel play to interactive play can be tricky for children with autism and may require additional support and intervention to facilitate this transition. Additionally, neurotypical children tend to show greater flexibility in their play, adapting to environmental changes or incorporating new elements. In contrast, children with autism may adhere more rigidly to their chosen activities.
Sensory seekers (or avoiders): Their activity or toy choices might be influenced by sensory preferences.
Joint attention: Sharing focus on an object or activity with others can be challenging.
Why Parallel Play Matters
Parallel play acts like a bridge; it is a natural milestone that helps children transition from solitary play, where they are entirely focused on their activities, to more interactive play forms involving others. Parallel play allows them to gradually adjust to the presence of peers without the immediate demands of social interaction. Research findings suggest that this type of play is an important building block for social competence.
This 2015 study suggests that children with autism can gradually build the skills necessary for cooperative play by participating in parallel play. Through parallel play, your child can begin to notice what other kids do, how they act, and what might be fun. It’s a way for them to gather information about the social world, piece by piece, in a manner that feels safe and non-intrusive.
If you notice your child playing on the outskirts of the sandbox every day, don’t fret. This doesn’t mean your child isn’t social or doesn’t want friends. Instead, they engage with the social world around them in a way that feels comfortable and manageable for them. This review suggests that parallel play allows children with autism to explore play activities, which eventually facilitates the emergence of symbolic and interactive play. The low-pressure environment provides a space where they can observe and absorb social cues at their own pace.
Recognizing and Encouraging Parallel Play
Look for moments when your child chooses to play near others without directly interacting with them. They might mimic another child’s actions or show interest in their toys, even if they don’t initiate communication.
To encourage parallel play:
Create a Shared Space
Set up play areas where children can engage in the same activity side by side. For instance, provide two easels for painting next to each other or set up a large sand toy area where multiple children can play simultaneously.
Choose Open-ended Activities
Opt for toys that naturally lend themselves to open-ended parallel play, such as blocks, play dough, or coloring books (activities with no specific outcome or predefined limitations). These activities allow children to play independently while still sharing the space with others.
Join their Play
Try playing alongside your child. Sit next to them and participate in a similar activity without forcing interaction. This will model social behavior and create a comfortable environment for your child to explore with you.
Transitioning from Parallel Play to Cooperative Play
As your child becomes more comfortable with parallel play, they may start to show signs of wanting to interact more. This could be as simple as offering a toy to another child, watching what others are doing more attentively, or even attempting to join in a shared activity.
To help facilitate this change:
Be patient
Understand that this process can take time, and each child will progress at their own pace. There’s no need to rush or push for quicker social engagement.
Gently Introduce Cooperative Play
When the time feels right, introduce simple ways to play together. For example, if children are playing with cars side by side, you might suggest building a road that connects their play areas. This encourages collaboration without overwhelming your child.
Acknowledge Small Steps
Celebrate even the smallest steps toward interaction. If your child hands a crayon to another child, that’s a significant milestone worthy of recognition.
Using Parallel Play to Build Social Skills
At first glance, parallel play might not seem like much. Kids are playing near each other, but not really together. How can this help with social skills? Well, it turns out that a lot is happening beneath the surface.
Sharing Space
Picture this: Two kids, side by side, each in their own world of play. They’re not talking, not even looking at each other. But they’re learning something incredibly valuable – how to be around others comfortably. For many children with autism, just being near others can feel overwhelming. Parallel play lets them practice this skill in a low-pressure way.
Turn-Taking
Watch closely, and you’ll see it. A child reaches for a toy, notices another child using it, and waits. It might seem small, but it’s huge. This is turn-taking in its earliest form. No words are exchanged or formal rules are set, but the foundations of give-and-take are laid.
Learning by Observing
Kids are natural copycats. During parallel play, they’re like little scientists, observing and experimenting. They see how others play, what looks fun, and what gets reactions.
You can further support these skills by:
Narrating their play
Talk about what’s happening in the play environment. For example, you might say, “Look, Sarah is using the red block to make a tower.” This helps your child become more aware of the actions of others.
Highlighting similarities
Point out shared interests or activities. “You both like to build tall towers!” This fosters a sense of connection, even if the children aren’t directly interacting.
Encourage awareness
Gently guide your child to notice others’ actions and consider how they might respond. For example, “Do you see how Tommy is coloring with the blue crayon? Maybe you could also try coloring your picture with a blue crayon.”
Social Growth Through Parallel Play
As you watch your child participate in parallel play, remember that they are learning and growing, even if it doesn’t resemble traditional play with others. Parallel play is a valuable and often underappreciated stage in the development of social skills for children with autism – each moment of parallel play is a step toward understanding the social world around them. Facilitating such forms of play can help parents lay the foundation for their children to develop healthy friendships. Contact us today to learn more about how Apollo Behavior can help your child’s social development.
Understanding Parallel Play in Autism
Understanding Parallel Play in Autism
Have you ever noticed your child playing next to other kids but not really with them? This is called parallel play, and it’s an important step in how children learn to interact with others. For kids with autism, this type of play provides fascinating insights into their developmental process.
What Is Parallel Play?
Imagine a preschool classroom where two children are sitting on the rug, surrounded by wooden building blocks. Each child is building their block structure, completely focused on their own creation. They’re right next to each other but not talking or working together. That’s parallel play.
In parallel play, children play side by side, often doing similar things but in their own worlds. Similar to parallel train tracks—close, but not touching. This behavior is a typical developmental stage for all young children, usually around ages 2 to 3. However, for kids with autism, parallel play can last longer and plays a more significant role in their social development. The results of this long-term study show that parallel play is an important step for autistic children as they develop their social skills, even though these periods of growth may last longer than in typically developing children.
How Parallel Play Looks in Children with Autism
Parallel play in children with autism shares some basic similarities with those of neurotypical children. Both groups engage in independent activities while occupying the same space and have the opportunity to observe their peers, even if not directly interacting. However, the characteristics and progression of parallel play often differ significantly for children with autism:
Duration: While neurotypical children typically engage in parallel play between ages 2 and 3 before moving on to more interactive forms, children with autism may persist in this play stage for much more extended periods, sometimes well into their school years.
Social awareness: Children with autism might be less tuned in to their playmates. They’re often in their own world, intensely focused on their activity. Neurotypical children often provide occasional glances, smiles, or brief interactions during parallel play, while children with autism may remain more isolated.
Imitation: Neurotypical kids often play copycat during parallel play. Children with ASD are less likely to mimic their peers or incorporate observed behaviors into their own play.
Repetition: You might notice more repetitive or stereotyped behaviors during parallel play in children with autism, such as lining up toys or focusing intensely on specific parts of objects.
Transitions: Moving from parallel play to interactive play can be tricky for children with autism and may require additional support and intervention to facilitate this transition. Additionally, neurotypical children tend to show greater flexibility in their play, adapting to environmental changes or incorporating new elements. In contrast, children with autism may adhere more rigidly to their chosen activities.
Sensory seekers (or avoiders): Their activity or toy choices might be influenced by sensory preferences.
Joint attention: Sharing focus on an object or activity with others can be challenging.
Why Parallel Play Matters
Parallel play acts like a bridge; it is a natural milestone that helps children transition from solitary play, where they are entirely focused on their activities, to more interactive play forms involving others. Parallel play allows them to gradually adjust to the presence of peers without the immediate demands of social interaction. Research findings suggest that this type of play is an important building block for social competence.
This 2015 study suggests that children with autism can gradually build the skills necessary for cooperative play by participating in parallel play. Through parallel play, your child can begin to notice what other kids do, how they act, and what might be fun. It’s a way for them to gather information about the social world, piece by piece, in a manner that feels safe and non-intrusive.
If you notice your child playing on the outskirts of the sandbox every day, don’t fret. This doesn’t mean your child isn’t social or doesn’t want friends. Instead, they engage with the social world around them in a way that feels comfortable and manageable for them. This review suggests that parallel play allows children with autism to explore play activities, which eventually facilitates the emergence of symbolic and interactive play. The low-pressure environment provides a space where they can observe and absorb social cues at their own pace.
Recognizing and Encouraging Parallel Play
Look for moments when your child chooses to play near others without directly interacting with them. They might mimic another child’s actions or show interest in their toys, even if they don’t initiate communication.
To encourage parallel play:
Create a Shared Space
Set up play areas where children can engage in the same activity side by side. For instance, provide two easels for painting next to each other or set up a large sand toy area where multiple children can play simultaneously.
Choose Open-ended Activities
Opt for toys that naturally lend themselves to open-ended parallel play, such as blocks, play dough, or coloring books (activities with no specific outcome or predefined limitations). These activities allow children to play independently while still sharing the space with others.
Join their Play
Try playing alongside your child. Sit next to them and participate in a similar activity without forcing interaction. This will model social behavior and create a comfortable environment for your child to explore with you.
Transitioning from Parallel Play to Cooperative Play
As your child becomes more comfortable with parallel play, they may start to show signs of wanting to interact more. This could be as simple as offering a toy to another child, watching what others are doing more attentively, or even attempting to join in a shared activity.
To help facilitate this change:
Be patient
Understand that this process can take time, and each child will progress at their own pace. There’s no need to rush or push for quicker social engagement.
Gently Introduce Cooperative Play
When the time feels right, introduce simple ways to play together. For example, if children are playing with cars side by side, you might suggest building a road that connects their play areas. This encourages collaboration without overwhelming your child.
Acknowledge Small Steps
Celebrate even the smallest steps toward interaction. If your child hands a crayon to another child, that’s a significant milestone worthy of recognition.
Using Parallel Play to Build Social Skills
At first glance, parallel play might not seem like much. Kids are playing near each other, but not really together. How can this help with social skills? Well, it turns out that a lot is happening beneath the surface.
Sharing Space
Picture this: Two kids, side by side, each in their own world of play. They’re not talking, not even looking at each other. But they’re learning something incredibly valuable – how to be around others comfortably. For many children with autism, just being near others can feel overwhelming. Parallel play lets them practice this skill in a low-pressure way.
Turn-Taking
Watch closely, and you’ll see it. A child reaches for a toy, notices another child using it, and waits. It might seem small, but it’s huge. This is turn-taking in its earliest form. No words are exchanged or formal rules are set, but the foundations of give-and-take are laid.
Learning by Observing
Kids are natural copycats. During parallel play, they’re like little scientists, observing and experimenting. They see how others play, what looks fun, and what gets reactions.
You can further support these skills by:
Narrating their play
Talk about what’s happening in the play environment. For example, you might say, “Look, Sarah is using the red block to make a tower.” This helps your child become more aware of the actions of others.
Highlighting similarities
Point out shared interests or activities. “You both like to build tall towers!” This fosters a sense of connection, even if the children aren’t directly interacting.
Encourage awareness
Gently guide your child to notice others’ actions and consider how they might respond. For example, “Do you see how Tommy is coloring with the blue crayon? Maybe you could also try coloring your picture with a blue crayon.”
Social Growth Through Parallel Play
As you watch your child participate in parallel play, remember that they are learning and growing, even if it doesn’t resemble traditional play with others. Parallel play is a valuable and often underappreciated stage in the development of social skills for children with autism – each moment of parallel play is a step toward understanding the social world around them. Facilitating such forms of play can help parents lay the foundation for their children to develop healthy friendships. Contact us today to learn more about how Apollo Behavior can help your child’s social development.
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