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Using the ABC Iceberg Behavioural Model to Predict and Prevent Emotional Dysregulation

Author: Emma Remaili, Paediatric Occupational Therapist
4-5 min Read

Emotional dysregulation can be challenging for children, parents, and professionals. Outbursts, withdrawal, or unexpected reactions often seem to come out of nowhere. However, behaviour is never random. The ABC Iceberg Behavioural Model helps us understand what’s happening beneath the surface, allowing us to predict and prevent emotional dysregulation effectively.

Understanding the ABC Iceberg Behavioural Model

This model combines two key frameworks: the ABC model (Antecedent, Behaviour, Consequence) and the Iceberg model of behaviour. Together, they reveal that what we see on the surface is just a small part of a much bigger picture.

The ABC Model

The ABC model looks at the sequence of events surrounding a behaviour:

  • Antecedent – What happens before the behaviour?
  • Behaviour – What does the child do?
  • Consequence – What happens immediately after the behaviour?

The Iceberg Model

This reminds us that behaviour is like an iceberg—only a small part is visible. Beneath the surface, there may be:

  • Unmet needs
  • Sensory sensitivities
  • Past experiences
  • Emotional responses

By combining these models, we gain a deeper understanding of why a child may struggle and how to support them proactively.

Predicting Emotional Dysregulation

Emotional dysregulation doesn’t happen randomly. By applying the ABC Iceberg Model, we can recognise patterns and early warning signs.

Identifying Antecedents

What triggers the behaviour? Is it a noisy environment, a change in routine, or a social demand? Recognising these patterns helps us anticipate when a child might struggle.

Observing Behaviour Changes

Subtle signs of distress often appear before a full meltdown or shutdown. Look for fidgeting, avoidance, changes in tone, or withdrawal.

Understanding the Iceberg

A child’s visible reaction might be frustration, but underneath, they could be experiencing sensory overload, anxiety, or difficulty processing language.

By tracking these elements, we can predict when dysregulation is likely and step in early to help.

Preventing Emotional Dysregulation

Once we understand what’s beneath a child’s behaviour, we can take proactive steps to support them before they reach a breaking point.

1. Address Underlying Needs

Behaviour is communication. Repeated struggles in certain situations may signal unmet needs such as:

  • Sensory sensitivities
  • Anxiety or overwhelm
  • Fatigue
  • Difficulty with transitions

Adjusting the environment, offering sensory supports, or providing clear expectations can make a significant difference.

2. Modify Antecedents

If a child finds noisy spaces overwhelming, we can provide noise-minimising headphones or a quiet retreat. If transitions are difficult, visual schedules or extra transition time can help. Small environmental changes can prevent distress before it escalates.

3. Teach Regulation Strategies

Helping children develop emotional regulation skills is key. Strategies like:

  • Breathing exercises
  • Movement breaks
  • A designated safe space

can help children manage emotions before they become overwhelming. These tools should be introduced when the child is calm so they can use them effectively in moments of distress.

4. Respond Thoughtfully to Behaviour

Our response influences what happens next. Reacting with frustration or punishment can increase distress. Instead, we can:

  • Validate emotions (“I see that you’re feeling overwhelmed.”)
  • Offer co-regulation (sitting close, using a soothing voice)
  • Guide them towards strategies that help them feel safe and understood

A Relationship-Based Approach

The ABC Iceberg Behavioural Model aligns well with a neuroaffirming and relationship-based approach. Instead of focusing on controlling behaviour, we focus on understanding and supporting the child.

When children feel safe, heard, and valued, they are more likely to develop their own regulation skills over time.

By using this model, we move from reacting to behaviour to creating environments where children can thrive. Emotional dysregulation becomes less about “challenging behaviour” and more about unmet needs that caregivers and professionals can address.

If you feel like your child is struggling with emotional regulation or behaviour, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Supporting Older Children Through DIR: The Power of Play in Skill Development

Author: Jake Robinson, Team Leader & Paediatric Occupational Therapist
5-7 min read

Introduction

Many older children and teens (ages 12–18) don’t fit into typical developmental expectations, yet they still need meaningful support. It can be frustrating when they are expected to do things they’re not ready for—both for the child and the adults supporting them.

The Developmental, Individual Differences, Relationship-Based (DIR) model helps us focus on a child’s developmental level rather than their age. This approach allows us to support them in ways that make sense for their unique needs.

For children who are still building foundational skills, play is a powerful way to help them grow—even in their teen years. Play isn’t just for young kids; it strengthens connections, builds essential life skills, and makes everyday tasks easier.

Why Developmental Levels Matter More Than Age

Many people assume that by adolescence, children have mastered basic skills like self-regulation, dressing, managing schoolwork, or socialising. However, for neurodivergent children or those with developmental differences, these skills may still be developing.

For example, a 14-year-old may struggle with emotional regulation and communication in ways that are more common in younger children. Yet, because they look older, they are often expected to manage personal care, school responsibilities, and social interactions without the right support.

Instead of asking, “What should a 14-year-old be able to do?”, we should ask, “What support does this child need to take the next step in their growth?” Meeting them where they are reduces frustration, builds confidence, and supports skill development in a way that feels natural.

The First Four DIR Levels: A Foundation for Growth

The DIR model has six levels, but for older children who are still developing foundational skills, the first four are the most relevant. These levels help us understand how to support emotional regulation, communication, and problem-solving—essential skills for daily life.

Level 1: Feeling Calm and Connected

Some older children still struggle to stay calm and focused, making everyday tasks—like getting dressed or brushing teeth—difficult. Before teaching new skills, we need to help them feel safe and regulated.

Ways to support this level:

  • Use sensory-friendly strategies like deep pressure (hugs, weighted blankets) or movement breaks.
  • Identify and reduce triggers that cause stress.
  • Build trust through fun, low-pressure activities.

Example: A 16-year-old who avoids brushing their teeth might not be “defiant”—they may dislike the sensation of the toothbrush. Instead of forcing the task, we can start with sensory play, like experimenting with different textures or playing with water, to make it more comfortable.

Level 2: Building Connection and Motivation

At this stage, relationships and emotions play a key role in learning. If a child feels connected and engaged, they are more likely to participate in activities and develop new skills.

Ways to support this level:

  • Prioritise fun and connection before focusing on tasks.
  • Use their interests to spark engagement (e.g., incorporating superheroes into daily routines).
  • Adapt the environment to support focus and comfort.

Example: If a 13-year-old refuses to get dressed, we can turn it into a game—“Let’s pretend we’re getting ready for a secret mission!” This makes the task playful instead of stressful.

Level 3: Back-and-Forth Communication

Communication isn’t just about talking—it includes gestures, facial expressions, and body language. When children struggle with this, daily routines and social interactions can be challenging.

Ways to support this level:

  • Encourage non-verbal communication (pointing, pictures, or sign language).
  • Play turn-taking games to strengthen social skills.
  • Use role-play and storytelling to practice real-life situations.

Example: If a teen struggles to ask for help in the bathroom, we can practice through role-play. Using dolls, characters, or a pretend scenario can help them feel more confident.

Level 4: Problem-Solving and Flexibility

At this level, kids begin to handle longer conversations, solve problems, and think flexibly—essential skills for independence. However, these can be difficult for children with executive functioning challenges.

Ways to support this level:

  • Play pretend games that involve problem-solving (e.g., “What would we do if we ran out of shampoo?”).
  • Use visual schedules or checklists to support planning.
  • Encourage turn-taking games to build flexible thinking.

Example: Cooking requires planning and problem-solving. Instead of jumping straight into real cooking, we can start by playing “restaurant” or “chef”, helping children practice sequencing and decision-making in a fun way.

Why Play Is Important for Older Children

Play is often seen as something for young kids, but it remains a powerful tool for older children and teens. It makes learning more engaging and reduces stress.

Benefits of play-based learning:

  • Encourages engagement – When something is fun, kids want to participate.
  • Builds coordination – Activities like board games or sports improve motor skills.
  • Supports communication – Interactive games help with social skills.
  • Strengthens planning skills – Strategy games improve organisation and flexibility.

Example: If a teen struggles with getting dressed, we can turn it into a game—playing “fashion designer” or setting a one-minute outfit challenge.

Making Daily Life Easier Through Play

Many everyday tasks can be taught in a playful, engaging way:

  • Hygiene: Water play can make toothbrushing or bathing less stressful.
  • Dressing: Costume play or “beat the clock” challenges can make getting dressed more fun.
  • Cooking: Pretend cooking and hands-on food play help with kitchen skills.

When we bring play into daily routines, learning feels natural and enjoyable.

Conclusion: Meeting Children Where They Are

Instead of focusing on what a child “should” be able to do at a certain age, we need to recognise their individual developmental level. Play-based learning is not just for young children—it’s a valuable tool to help older children and teens build independence, confidence, and essential life skills.

By using the DIR model and focusing on relationship-driven, engaging experiences, we can help older children thrive in their own way and at their own pace.

If you feel like your child is struggling with play and skill development, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Why Do Children Have Meltdowns After School? Understanding & Supporting Their Needs

Author: Daniella Galla, Paediatric Occupational Therapist
5 min read

Introduction

If your child comes home from school exhausted, emotional, or overwhelmed, you’re not alone. Many children experience after-school restraint collapse—a release of pent-up emotions after a long day of holding it together.

For children in their first year of school, autistic children, and those with sensory processing differences or learning challenges, this can be even more pronounced. Understanding why it happens and how to support your child can make all the difference.

Why Do Children Have Meltdowns After School?

Emotional Exhaustion

School requires children to focus, follow instructions, manage social interactions, and regulate emotions. By the time they get home, they may feel drained, making them more prone to meltdowns.

Sensory Overload

Schools are full of bright lights, constant noise, and busy hallways. For children sensitive to sensory input, this can be overwhelming. Even though home offers relief, the sudden shift to a quieter environment can still feel jarring.

Masking and Bottled-Up Emotions

Many children suppress their true emotions at school, trying to fit in and meet expectations. Once they’re home—where they feel safe—those emotions may spill out in big ways.

Transition Challenges

Moving from structured school routines to a more relaxed home environment can be difficult. The lack of clear expectations at home may leave children feeling unsettled, leading to frustration and outbursts.

Hunger and Fatigue

Many children don’t eat much at school or are too busy to notice their hunger. Low blood sugar, combined with exhaustion, can make after-school meltdowns more likely.

How to Support Your Child After School

Understanding the causes of after-school meltdowns can help you implement strategies to provide comfort and regulation.

1. Prioritise Connection

After a long day apart, reconnecting with your child is key. Spend a few minutes doing something they enjoy—playing, reading, or simply sitting with them while they decompress. This reassurance can help them feel safe and supported.

2. Offer a Sensory-Friendly Snack

A nutritious snack can stabilise blood sugar and support sensory regulation. Crunchy foods like carrot sticks, apples, or popcorn provide oral proprioceptive input, which can be calming. Cold foods, such as yoghurt or smoothies, can be refreshing and alerting. Experiment with different textures and temperatures to see what helps your child regulate.

3. Create a Transition Routine

A predictable after-school routine can ease the shift from school to home. Consider including:

  • A few minutes of quiet time
  • A snack
  • Free play or outdoor time before structured activities

4. Allow for Movement

After sitting still for most of the day, many children benefit from movement. A trip to the park, a bike ride, or stretching exercises can help regulate their nervous system.

5. Provide a Calm and Safe Space

A designated calm zone at home can be helpful. This might be a cosy corner with pillows, books, or sensory tools like weighted blankets or fidget toys.

6. Encourage Emotional Expression

Help your child name and express their emotions. Some may prefer to talk through play or drawing rather than direct questioning. Let them know it’s okay to feel overwhelmed and that you’re there to support them.

7. Reduce Immediate Demands

Jumping straight into homework or chores after school can feel overwhelming. Giving children some downtime first can prevent power struggles and resistance.

8. Consider Sensory Needs

If your child is prone to sensory overload, try strategies like dim lighting, noise-cancelling headphones, or deep-pressure activities (such as bear hugs or weighted blankets) to help them regulate.

9. Limit Screen Time Initially

Screens may seem like an easy way to help children unwind, but too much stimulation can make regulation harder. Encourage hands-on or movement-based activities before introducing screen time.

10. Be Patient and Empathetic

After-school meltdowns are not misbehaviour—they signal that your child feels safe enough to let their guard down. Your calm and understanding presence can make a big difference in helping them regulate.

Final Thoughts

After-school meltdowns are a natural response to a long and demanding day. By understanding the underlying causes and establishing a supportive routine, you can help your child navigate this transition more smoothly.

Every child is different, so it may take some trial and error to find what works best. The most important thing is to create a safe space where they feel understood, supported, and able to process their emotions.

If you feel like your child is struggling with emotional regulation or engagement, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Understanding Autism in Girls: Strengths, Challenges, and Support

Author: Maise Thompson, Paediatric Occupational Therapist
5-7 min Read

Autism is a natural neurotype that shapes how individuals think, communicate, and experience the world. However, for years, autism has been primarily studied and diagnosed based on how it presents in boys. As a result, many autistic girls go unrecognised, often masking their differences to fit in. This can lead to missed support and unnecessary challenges.

This post explores autism in girls, celebrating their strengths while addressing the barriers they may face.

Why Is Autism in Girls Often Overlooked?

Historically, autism research and diagnostic criteria have been based on observations of boys, leading to a “male-centric” understanding of autistic traits. While some autistic girls display traits similar to boys, many present differently. Their differences often go unnoticed due to several key factors:

1. Social Camouflaging

Many autistic girls learn from an early age to mimic social behaviours—making eye contact, using rehearsed phrases, or imitating peers. While this helps them blend in, it can feel exhausting and unnatural. Over time, camouflaging can lead to mental fatigue and burnout.

2. Different Special Interests

Autistic individuals often have deep, passionate interests. While boys’ interests may align with common autism stereotypes (e.g., trains, mathematics, or mechanics), girls’ interests might appear more “socially acceptable,” such as animals, literature, or specific TV shows. Because their passions don’t always stand out as unusual, their autistic traits may be overlooked.

3. Strong Social Motivation

Some autistic girls are highly motivated to form friendships and develop strong social skills. However, this does not mean socialising comes naturally. Many rely on learned scripts or careful observation to navigate conversations, which can be mentally draining. They may also struggle with social nuances, leading to challenges in maintaining friendships.

4. Subtle Sensory Differences

While some autistic individuals display obvious sensory sensitivities (e.g., covering their ears in loud environments), autistic girls may internalise their discomfort. They might endure sensory overload without expressing distress outwardly, leading others to misinterpret their struggles or label them as “overly sensitive.”

5. Gender Bias in Diagnosis

Since diagnostic criteria were originally based on male presentations of autism, many professionals are less familiar with how autism manifests in girls. As a result, girls are often diagnosed later in life or misdiagnosed with conditions such as anxiety, depression, or ADHD. This delay can lead to years of confusion and difficulty accessing the right support.

The Impact of Late or Missed Diagnosis

Many autistic girls are not diagnosed until adolescence or adulthood. Without an accurate understanding of their neurotype, they may experience:

1. Increased Anxiety and Burnout

The effort required to mask autistic traits can be mentally and physically exhausting. Many undiagnosed autistic girls experience chronic anxiety and, over time, autistic burnout—a state of extreme exhaustion caused by prolonged masking and social stress.

2. Difficulties with Identity and Self-Understanding

Without a diagnosis, many girls grow up feeling “different” without knowing why. They may blame themselves for their struggles, leading to self-esteem issues. A late diagnosis can be both validating and overwhelming as they work to unlearn years of internalised misconceptions.

3. Misdiagnosis or Incorrect Support

Instead of recognising autism, professionals may misinterpret an autistic girl’s struggles as symptoms of social anxiety, depression, or personality disorders. While these conditions can co-occur with autism, misdiagnosis often leads to treatments that do not address their underlying needs.

Strengths of Autistic Girls

While the challenges autistic girls face deserve recognition, it is equally important to highlight their strengths:

1. Deep Empathy and Emotional Awareness

Many autistic girls are deeply compassionate and form strong bonds with those they trust. They may be highly attuned to the emotions of others, sometimes to the point of absorbing others’ feelings as their own. This makes them excellent caregivers, advocates, and creative thinkers.

2. Creative Thinking and Unique Perspectives

Autistic individuals often excel in creative fields, problem-solving, and deep thinking. They approach challenges from unique angles and bring fresh ideas to various domains, from art and literature to science and engineering.

3. Passionate Interests and Expertise

Whether it’s an intense love for a specific topic or a talent in a certain field, autistic girls often develop profound expertise in their areas of interest. When supported, they can turn these passions into fulfilling careers and meaningful contributions to their communities.

Supporting Autistic Girls in a Neurodiversity-Affirming Way

Instead of focusing on “fixing” autistic traits, support should be about helping autistic girls thrive in ways that respect their neurotype. Here’s how:

1. Encourage Authenticity

Support autistic girls in embracing their true selves rather than pushing them to mask or conform. Autistic people thrive when they are allowed to express themselves without fear of judgment.

2. Create Safe and Understanding Spaces

Schools, workplaces, and social settings should accommodate sensory needs, communication styles, and emotional regulation strategies. This may include offering quiet spaces, using clear communication, and fostering inclusive environments.

3. Provide Strength-Based Support

Rather than focusing on perceived deficits, it is crucial to recognise and nurture strengths. For example, if an autistic girl excels in writing but struggles with verbal communication, encouraging her to express herself through writing can be empowering.

4. Validate Their Experiences

Recognising and respecting their struggles while affirming their strengths can help autistic girls develop confidence and self-acceptance. Parents, educators, and professionals should listen to and believe autistic girls when they express their needs and experiences.

Embracing a Neurodiversity-Affirming Perspective

By shifting our perspective from “How can we make autistic girls fit in?” to “How can we create a world where autistic girls feel valued as they are?”, we can build a more inclusive and supportive society.

Autism is not a deficit—it is a different way of experiencing the world. And in that difference lies incredible strength, creativity, and resilience.

If you feel like you would like support for your daughter, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Supporting a Child’s Occupational Therapy Journey: A Guide for Grandparents and Family

By Tayla Gabin, Paediatric Occupational Therapist
5 min read

When a child is in occupational therapy, their journey isn’t just their own—it involves the whole family. Therapy helps children develop skills for daily life, such as coordination, sensory processing, and independence in activities like dressing, eating, and play.

As a grandparent or family member, you may wonder how to offer meaningful support. The good news is that your involvement—whether emotional, practical, or hands-on—can make a real difference. A neuro-affirming approach focuses on respecting each child’s unique strengths and needs rather than trying to “fix” challenges.

Here’s how you can help in a way that celebrates the child for who they are and supports their occupational therapy journey.

1. Encouraging Follow-Through at Home—With Flexibility

Occupational therapy sessions lay the foundation, but progress happens in daily life. Parents may have home-based activities from therapy, but with busy schedules, extra support is valuable.

How You Can Help:

  • Engage in activities the child enjoys—many therapy strategies can be built into play.
  • Ask parents how best to support rather than assuming what’s needed.
  • Focus on connection, not compliance—if a child resists an activity, respect their feelings and try a different approach.

For example, if a child is working on coordination, they might enjoy jumping, climbing, or dancing more than structured exercises. Letting them take the lead makes learning natural and fun.

2. Being an Emotional Anchor for Parents

Parenting a neurodivergent child or a child with additional support needs can be both joyful and exhausting. Many parents feel pressured to meet societal expectations that may not fit their child. A non-judgemental support system makes all the difference.

How You Can Help:

  • Listen with empathy—sometimes, parents just need a safe space to talk.
  • Offer practical help, like watching siblings or assisting with errands.
  • Avoid “fix-it” thinking—trust that parents and therapists know what’s best.

Even if you don’t fully understand OT or neurodivergence, simply being present and willing to learn shows parents they are not alone.

3. Learning About OT First-Hand

If the child, parents, and therapist agree, attending an occupational therapy session can help you understand how to support the child in daily life. Play-based therapy, sensory activities, and skill-building exercises might look different from traditional learning, so seeing them in action can be insightful.

How You Can Help:

  • Ask parents if you can observe a session or if they can share key takeaways.
  • Focus on understanding, not measuring progress—every child’s development is unique.
  • Respect the child’s boundaries—some children may feel uncomfortable with extra people in the room.

If attending a session isn’t possible, asking parents or the therapist for general guidance can still be helpful.

4. Creating a Supportive Home Environment

A child’s environment plays a huge role in their comfort and ability to engage in activities. Small adjustments can make everyday experiences more enjoyable.

How You Can Help:

  • Provide a welcoming space with familiar toys, quiet areas, or sensory-friendly items.
  • Be flexible with routines—some children thrive on structure, while others need more freedom.
  • Celebrate effort, not just outcomes—praising a child’s attempts helps build confidence.

Family gatherings and outings can sometimes feel overwhelming for children with sensory sensitivities. Offering choices—like a quiet space to retreat to—can help them feel safe and included.

5. Respecting the Child’s Unique Way of Being

A neuro-affirming approach means embracing each child’s way of processing the world. Instead of focusing on making a child fit into typical expectations, support them in ways that honour their natural way of thinking, feeling, and interacting.

How You Can Help:

  • Avoid comparisons—every child develops at their own pace, and differences are not deficits.
  • Honour their sensory needs—some children seek movement, while others need quiet and predictability.
  • Let the child take the lead—allowing them to express themselves in their own way builds confidence.

For example, if a child prefers to communicate through gestures, pictures, or alternative methods rather than spoken words, support their way of expressing themselves rather than trying to change it.

Final Thoughts

Grandparents and extended family members can be a wonderful source of support in a child’s occupational therapy journey. Whether through emotional encouragement, hands-on help, or simply being present, your involvement matters.

The most important thing is to approach your role with patience, love, and an open mind. By working together as a family, you can create an environment where the child—and their parents—feel valued, accepted, and supported every step of the way.

Would you like more specific ideas based on your family’s situation? Let’s continue the conversation!

If you want to know how you or your family members can support your child’s Occupational Therapy journey, talk to an occupational therapist for further guidance. Contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.

Understanding Stages and Types of Play in Children

Author: Elise Foxall, Paediatric Occupational Therapist
5 min read

Play is at the heart of childhood development. It’s more than just fun—it’s how children learn, grow, and connect. For paediatric occupational therapists and families, understanding the stages and types of play provides insight into a child’s developmental journey. Let’s explore how play evolves and why each stage matters.

Why Is Play Important?

Play is essential for cognitive, social, and physical development. Through play, children explore their surroundings, practise new skills, and form relationships. For therapists, play is a powerful tool, offering a window into a child’s sensory, motor, and emotional needs while fostering meaningful growth.

Stages of Play

Play develops in predictable stages, though every child progresses at their own pace. Here’s an overview of the key stages:

  1. Unoccupied Play (Birth to 3 Months)
    Babies observe and move their bodies with curiosity, exploring how their limbs function and how the world feels. Though it seems passive, this stage lays the foundation for future play.
  2. Solitary Play (3 Months to 2 Years)
    During solitary play, children engage independently with toys, exploring textures, colours, and sounds. Parents can encourage this stage by providing safe, stimulating objects to spark curiosity.
  3. Onlooker Play (2 to 3 Years)
    In this stage, children observe others playing without direct interaction. They learn social cues by watching peers or siblings, building the foundation for later social engagement.
  4. Parallel Play (2.5 to 4 Years)
    Children play side by side but do not interact much. Parallel play promotes self-regulation and awareness of others’ presence, often observed in early group settings like preschool.
  5. Associative Play (3 to 5 Years)
    Children begin loosely interacting, sharing materials or ideas without a structured goal. Associative play nurtures social skills and fosters empathy.
  6. Cooperative Play (4+ Years)
    At this stage, children work together toward shared goals, such as in board games or group projects. Cooperative play reflects significant social development, including problem-solving and teamwork.

Types of Play

Different types of play support unique areas of development. Here’s how they benefit children:

  1. Physical Play
    Activities like running, climbing, or throwing develop gross motor skills, coordination, and strength. Physical play also supports emotional regulation by providing active sensory input.
  2. Constructive Play
    Building towers, crafting art, or solving puzzles enhances fine motor skills, creativity, and problem-solving abilities.
  3. Pretend Play
    Role-playing and storytelling encourage language development, abstract thinking, and emotional expression. This type of play is particularly valuable for supporting social communication.
  4. Social Play
    Games like tag or hide-and-seek promote teamwork and social negotiation. Social play helps children navigate friendships and build resilience.
  5. Sensory Play
    Activities involving textures, sounds, or smells, like playing with sand, water, or slime, help children process sensory input. These activities can soothe or stimulate their sensory systems.

How to Support Play

Therapists and caregivers can foster meaningful play by:

  • Following the child’s lead: Let their interests guide activities.
  • Providing varied opportunities: Offer open-ended materials like blocks, dress-up clothes, or art supplies to spark creativity.
  • Creating a safe environment: Encourage exploration without fear of failure.
  • Engaging relationally: Join in when invited to strengthen connection and trust.

Neurodiversity and Play

Each child’s engagement with play is unique. Some children may prefer solitary or sensory play, while others thrive in imaginative or physical activities. Adopting a neuroaffirming approach celebrates individual preferences and adapts environments to support their success.

Final Thoughts

Play is more than just an activity—it’s a cornerstone of childhood development. By understanding the stages and types of play, therapists and families can nurture children’s growth while supporting essential skills.

Whether it’s through sensory bins, pretend games, or cooperative challenges, every moment of play helps children grow into confident, connected, and capable individuals. Let’s honour the power of play in fostering meaningful development.

If you feel like your child is struggling with play or social skills contact MoveAbout today. Check out our Facebook and Instagram pages for more education regarding sensory processing and regulation.