Cooperative Pretend Play: Helping Your Child Gain Social Skills

Socializing forms a big part of our everyday lives. From exchanging polite conversation with strangers to engaging in cooperative pretend play with friends, the ability to connect with peers is incredibly valuable. But for those with autism, being social doesn’t always come naturally.

Children usually pick up on social behavior at an early age by watching their parents and attempting to imitate the way they behave. But for children with autism, it is far more difficult to understand the actions of the people around them.

On top of this, the outdoors can be incredibly overwhelming, with sufferers of hypersensitivity unable to cope with the noise of the crowds or the brightness of the sun. But this doesn’t mean that children with autism should miss out on the benefits of cooperative play.

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What is cooperative play?

Cooperative play is a type of social interaction where children work together towards a common goal or engage in shared activities. Unlike parallel play, where children play side by side without much interaction, cooperative play involves:

• active communication, 
• collaboration, and 
• problem-solving among peers.

For example, in a game of make-believe, children might take on different roles and work together to create a story or solve a pretend problem. This type of play helps develop important social skills like negotiation, turn-taking, and empathy.

For children with autism, cooperative play can be particularly beneficial but also challenging. They might struggle with understanding social cues or sharing their ideas with others. 

However, engaging in cooperative play can offer valuable opportunities for practicing these skills in a supportive environment. By participating in activities that encourage teamwork and role-playing, autistic children can improve their ability to interact with others and build lasting friendships.

Cooperative play examples

Cooperative play includes a variety of activities where children interact and work together to achieve a common objective.

Common examples of cooperative play are group games like building a structure with blocks, playing a team sport, or engaging in imaginative scenarios. In these activities, children must communicate, share ideas, and collaborate to succeed.

For instance, in a game of team soccer, players must coordinate their movements and strategies to score goals and win the game. Similarly, when playing with building blocks, children might plan together on how to construct a complex design, taking turns and combining their efforts.

Another example of cooperative play is role-playing games where children assume different roles and work together to create a story or solve a problem.

For example, children might pretend to be doctors and patients in a play hospital, where they collaborate to take care of each other and simulate real-life scenarios. These activities not only foster teamwork but also enhance social skills such as communication, empathy, and problem-solving.

Cooperative play for child development

Cooperative play has many benefits for a child’s development. These benefits affect their social skills, interactions, decision-making, help them learn how to experiment, and more.

Cooperative pretend play improves decision-making

When children use their imagination, they aren’t simply creating wild and fruitless fantasies but are actually working through potential versions of reality in their minds. Pretend play works for children in much the same way that daydreaming works for grown-ups.

As adults, we solve problems and make key decisions by imagining scenarios. Children do the same thing when they play, only in a much more physical way.

While children with autism may appear as if they don’t want to interact with those around them, this is often not the entire story. Although they may have a hard time expressing it, most children with autism want to get involved with play as much as any other child.

The idea behind mutual play is to allow children to interact with one another on their own terms rather than dictating how their games should unfold. Of course, there need to be boundaries, and the involvement of all children should be ensured.

While adult-directed games work for most children, an autistic child may struggle to follow the carefully set rules. Instead, play should focus on getting children together and helping them foster their imagination.

Studies suggest that autistic children who regularly engage in unstructured play are more likely to improve their social skills than those who rely on more structured teaching methods.

Enabling children to decide on games and activities for themselves gives them the chance to consider the needs of the entire group. Although it might take an adult to suggest a theme of play, children’s imaginations allow them to make that idea work for everyone.

Messy play allows children to experiment and improve social skills

Another useful tool for learning is messy play. Giving children the opportunity to get hands-on with mud, sand, or water provides a sensory experience that can’t be matched by other activities.

During messy play, children must seek the help of others to help them complete tasks. Whether it’s filling buckets full of water or sharing equipment such as spades, social skills quickly become an important part of the process.

For children with autism, messy play offers a relatively stress-free environment, in which they can put their social understanding into practice. The heightened sensory experience makes the game that much more engaging and encourages children to laugh and learn together.

Playtime tips for parents

While unstructured play is important for independent development, a structured ending to play sessions can also be beneficial. Children with autism tend to benefit from order and routine.

A visual reminder that playtime is over (such as flashcards) can help them wind down appropriately and come to a natural stop. It’s also worth introducing new children to the scenario slowly.

Often even one extra child can be overwhelming for those with autism, but, if managed properly, a relationship can be forged. As long as you continue to reinforce the importance of cooperation, then you should find that the other children will be sensitive to the needs of everyone in the group.

The key to progress is motivation and repetition: the more engaging you can make cooperative play, the more likely you are to receive a positive response.

This article was featured in Issue 48 – Connecting and Communicating with Autism

FAQs

Q: What is an example of cooperative play in ABA?

A: An example of cooperative play in ABA is engaging children in activities like building a tower together with blocks, where they must share materials and communicate their plans. This helps them practice social skills and teamwork in a structured setting.

Q: What is the difference between collaborative play and cooperative play?

A: Collaborative play involves children working together to achieve a common goal with shared effort and ideas, while cooperative play focuses more on individual roles within a shared activity. Collaborative play often emphasizes equal contribution, whereas cooperative play may involve a leader or specific roles.

Q: How do you teach cooperative play in autism?

A: To teach cooperative play in autism, use structured activities with clear instructions and gradual support to help children understand their roles and how to interact with peers. Incorporating visual aids, modeling, and positive reinforcement can also enhance their engagement and social skills.

Q: Can autistic children play pretend?

A: Yes, autistic children can play pretend, though they may need additional support and guidance to understand social roles and imaginative scenarios. With appropriate strategies and encouragement, they can enjoy and benefit from pretend play just like their peers.