Play is a fundamental part of childhood. It brings joy, fosters connection, and allows us to explore the world in ways that feel natural and meaningful.
Yet, for too long, autistic play has been misunderstood—viewed through a deficit lens, measured against non-autistic norms, and treated as something that needs to be “fixed.”
But here’s the truth: autistic play is just as valid as any other kind of play. It may look different, but that doesn’t mean it’s any less meaningful, purposeful, or joyful.
And sometimes, joy itself should be enough.
How Autistic Play Differs (And Why That’s Okay)
Traditional views of play tend to focus on categories like imaginative play, social play, or games with rules. These definitions often don’t fully capture the ways autistic children engage with the world.
Research by O’Keeffe & McNally (2025) challenges outdated views of autistic play, emphasizing that autistic children themselves describe play as:
A source of joy – Play is about fun, happiness, and excitement. One child described the feeling as “like it’s making my heart run” (O’Keeffe & McNally, 2025).
A way to connect (but on our terms) – While autistic children may enjoy playing with others, they also value solitary play. Play isn’t always about group games; sometimes, it’s about meaningful engagement with objects, ideas, or sensory experiences.
Deeply personal and meaningful – Many autistic children engage in play that focuses on their interests, sensory experiences, or patterns and routines that bring comfort and joy. This is often mistaken as repetitive or “unconventional” when measured against non-autistic norms and standards.
Rather than trying to fit autistic play into a non-autistic framework, we need to recognize and respect the distinctive autistic play culture (Conn, 2015).
All Play Is Valid: Moving Beyond the Deficit Model
For decades, autism research has framed play in terms of what it lacks. Autistic play has been described as "impoverished”, "deficient”, or "inappropriate” (O’Keeffe & McNally, 2025). Even diagnostic criteria for autism include “deficits” in play as a key feature.
But when we actually listen to autistic people, we hear a different story. We hear about play that is rich, immersive, and meaningful—whether it involves structured role-play, parallel play, or deeply focused engagement in an interest.
The research highlights that play doesn’t always need to have a developmental goal. Too often, autistic children’s play is seen as a tool for teaching social skills or increasing engagement in “typical” activities. But play doesn’t need to be a means to an end.
Play, joy, and fun are valuable in and of themselves.
As O’Keeffe & McNally (2025) emphasize, autistic children define play by how it makes them feel—happy, free, and in control. One child put it simply: "You can do whatever you want, or else play just isn’t play."
Why This Matters for Autistic Children
Play is a right, not just a developmental milestone (UNCRC, 1989).
When we try to reshape autistic play into something it’s not, we send the message that autistic joy isn’t enough—that play is only “real” if it looks a certain way.
Instead, we need to:
Recognize the value of all play – Whether it’s lining up toys, watching spinning objects, playing alone, or engaging in structured games, it’s all valid.
Support joy for joy’s sake – Play should be about having fun, not just skill-building.
Create inclusive play environments – Schools, therapy spaces, and social settings should be designed to respect different play styles, including sensory play, parallel play, and deep-focus activities.
How FutureTech Champions Autistic Play
At FutureTech, we believe in honoring autistic ways of engaging with the world.
Our programs create spaces where neurodivergent young people can connect, explore, and enjoy themselves without pressure to conform to non-autistic norms.
We embrace the research-backed understanding that autistic play is valuable because it brings joy, fosters connection, and supports well-being—not just because it can be used to develop specific skills.
Let’s move beyond the outdated idea that play needs to look a certain way.
Let’s celebrate the fact that autistic joy is enough.
Want to learn more about FutureTech’s neuro-affirming programs? Explore our work here.
References:
O’Keeffe, C., & McNally, S. (2025). Like it’s making my heart run: A strengths-based understanding of the play of autistic children. Autism, 1–14. https://doi.org/10.1177/13623613251315985