Autistic Play & Monotropism Resources and Signposting

Image of child lining up toy cars Text: MONOTROPISM & AUTISTIC PLAY What may look like a child "just" lining up toys is much more meaningful! If a child is autistic they may play differently to others. They may find comfort in repetitive play and prefer playing by themselves or alongside others. Providing opportunities to embrace their own monotropic learning style will enable children's minds and bodies to regulate. It will enable deeper thought processes and new knowledge and skills to develop.

A collection of neuro-affirming resources that embrace authentic Autistic ways of playing. Some of the resources and research specifically focus upon and honour the different ways that the theory of monotropism may play a part in understanding and validating the differences in how Autistic children (and adults!) may play and learn through play. I have collated many of these resources via social media platforms and various Discord groups, so thank you to everyone who has shared them!

All play is ok!

There is no right way to play!

Read my blog about Autistic Play and Monotropism


Text: "Play is the highest form of research." -Albert Einstein Image of child by stream looking at flowers and twigs.



“Play doesn’t need to teach anything to be worthy. A child spinning in circles, digging a hole for no reason, or talking to a stick isn’t wasting time—they’re claiming space in a world obsessed with outcomes. Play is not preparation for life. It is life…..Too often, play is tolerated only when it leads to something “productive.” But research tells a different story. Real play—freely chosen, self-directed, often nonsensical—is where children build their sense of self, explore emotional landscapes, and experience joy on their own terms .
(Hughes, 2011; Lester & Russell, 2008).

Quoted from: Rooted in Play
(Rooted in Play – March 2025)

Lester, Stuart & Russell, Wendy. (2008). Play for a Change. Play Policy & Practice: A Review of Contemporary Perspectives.



Websites and Resources

Anji Play

Build Something Positive (Dr Wenn Lawson )

Journal of Play in Adulthood

The Little Black Duck

Murphy, Kerry, Tapestry. (2024, July 25). Self-Directed Neurodivergent Play | Beginner’s Guides | Tapestry. https://tapestry.info/self-directed-neurodivergent-play/

National Institute For Play

PEDAL (University of Cambridge – Play in Education Development And Learning is the centre for research on play in education, development and learning)

Play Radical (Max Alexander, Neurodivergent Play, Connection and Culture)

Rooted In Play

Upstart.Scot Time to Reclaim Play

Lisa Chapman (MSc research project) –Autistic Teenagers Special Interests and Wellbeing. Resource below.



Elise Gurthrie Stirling (PhD research about Autistic Play)

Image and text from @autisticamente _marcela

“The pathological medical model defines #Autistic play as inappropriate, restricted, and repetitive with DEFICITS in imagination, imitation, symbolism and joint attention.

A paradigm that focuses on deficits rather than strengths. In this context, playing “appropriately” means playing with toys exactly as a typical child would play with toys.

When an autistic child plays in an unusual way, it is considered “inappropriate play.” In other words, “it’s different, therefore it’s bad.”

It’s not that autistic children don’t know how to play.

There is no correct way to play.

Play is play.

Autistic children’s exploration and interaction with the world is outside of society’s understanding, and just because society doesn’t understand the value of doing things a certain way, it doesn’t mean it’s wrong.

There is nothing wrong with lining up toys.

There is nothing wrong with spinning the wheels of a car.

There is nothing wrong with playing with nature.

There is nothing wrong with playing with a cardboard box.

Autistic play is appropriate play.

Autistic children are not broken versions of neurotypical children.

Same thing goes for autistic adults (we exist by the way).

#Autism is a natural part of the spectrum of human diversity… and diversity is beautiful.

We learn, interact and play AUTISTICALLY.”

Autísticamente Marcela



Murphy, Kerry, Tapestry. (2024, July 25). Self-Directed Neurodivergent Play | Beginner’s Guides | Tapestry. https://tapestry.info/self-directed-neurodivergent-play/

Kerry Murphy. Tapestry. PDF bookcover. Text reads: A BEGINNER'S GUIDE TO SELF-DIRECTED NEURODIVERGENT PLAY "Play is serious, yet not serious, trivial yet profound, imaginative and spontaneous, yet bound by rules and anchored in the real world. It is childish yet underlies many of the greatest accomplishments. From an evolutionary perspective, play is nature's way of ensuring that children and other young mammals will learn what they must do to survive and do well. From another perspective, play is a gift that makes life on earth worthwhile" (Gray, 2013, p. 139).

Image of child playing with stick in water Text: MONOTROPISM &PLAY Autistic people may have strong interests If a child is autistic they may play differently to others. They may find comfort in repetitive play and prefer playing by themselves or alongside others. Providing opportunities to embrace their own monotropic learning style will enable children's minds and bodies to regulate. It will enable deeper thought processes and new knowledge and skills to develop.


Reading & Research


Alexander, Max. A playful Manifesto (A manifesto that begins but will never end…A call to play).

Alexander, M. (2024, November 20). “Shut your face!”; Prioritising, Valuing and Enabling Autistic Children’s Autonomy. Play Radical. https://playradical.com/2024/02/08/shut-your-face-prioritising-valuing-and-enabling-autistic-childrens-autonomy/

Alexander, M. (2024, April 16). Spring Fever, relational mapping and Disability Justice. The Play Radical Newsletter. https://playradical.substack.com/p/spring-fever-relational-mapping-and?publication_id=2246921&post_id=143073663&triedRedirect=true

Booth, Janine. (2024, January 6). Why does work not work for autistic people? – Janine Booth. https://janinebooth.com/why-does-work-not-work-for-autistic-people/

Boren, R. (2023, September 29). “Parallel play was observed as one of the most frequent play states for autistic children in free play settings.” Stimpunks Foundation. https://stimpunks.org/2023/09/29/parallel-play-was-observed-as-one-of-the-most-frequent-play-states-for-autistic-children-in-free-play-settings/

Boren, R. (2024, April 10). Seven principles for valuing, prioritising and enabling autistic Children’s autonomy. Stimpunks Foundation. https://stimpunks.org/2024/03/09/seven-principles-for-valuing-prioritising-and-enabling-autistic-childrens-autonomy/

Browne, C. (Autistic Village). (2024, April 22). School as a Polytropic Environment: The impact on Monotropic minds. Autistic Village.

Burch, J. (2022). Don’t change autistic play. join in. [Dataset]. In Leader Mag Digital Object Group. https://doi.org/10.1044/leader.miw.27112022.slp-antiableist-play.22

Dwyer, P., Williams, Z. J., Lawson, W., & Rivera, S. M. ( 2024)A trans-diagnostic investigation of attention, hyper-focus, and monotropism in autism, attention dysregulation hyperactivity development, and the general population Neurodiversity, 2

Dwyer, P., Sillas, A., Prieto, M., Camp, E., Nordahl, C. W., & Rivera, S. M. (2024). Hyper‐focus, sticky attention, and springy attention in young autistic children: Associations with sensory behaviors and cognitive ability. Autism Research, 17(8), 1677–1695. https://doi.org/10.1002/aur.3174

Froebel Trust. (2023a, March 20). Play for all children. Froebel Trust. https://www.froebel.org.uk/about-us/the-power-of-play/play-for-all-children

Edgar, H. (2025c, March 23). Monotropism and autistic play. Autistic Realms. https://autisticrealms.com/monotropism-and-autistic-play/

Edgar, H. (2023, September 7). Embracing autistic children’s monotropic flow states — neurodiverse connection. Neurodiverse Connection. https://ndconnection.co.uk/blog/embracing-autistic-childrens-monotropic-flow-states

Edgar, H. (2025c, March 2). Autistic Young People & Friendships. Autistic Realms. https://autisticrealms.com/autistic-young-people-friendships/

Edgar, H. (2025, January 5). Autistic Burnout – Supporting Young People At Home & School. Autistic Realms. https://autisticrealms.com/autistic-burnout-supporting-young-people-at-home-school/

Gray, P., Lancy, D. F., & Bjorklund, D. F. (2023). Decline in Independent activity as a cause of decline in Children’s Mental well-being: Summary of the evidence. The Journal of Pediatrics, 260, 113352. https://doi.org/10.1016/j.jpeds.2023.02.004

Gray, P. (2024, August 3). #48. More play, less therapy. Play Makes Us Human. https://petergray.substack.com/p/48-more-play-less-therapy?triedRedirect=true

Gray, P. (2015). Free to learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Basic Books.

Harding, N. Autistic Play at Forest School : pretend play characteristics seen otherwise | Forest School Association.

Heasman, B., Williams, G., Charura, D., Hamilton, L. G., Milton, D., & Murray, F. (2024c). Towards autistic flow theory: A non‐pathologising conceptual approach. Journal for the Theory of Social Behaviour. https://doi.org/10.1111/jtsb.12427

Just Stimming About “Functional Play.” (2021, December 20). Just Stimming. . . https://juststimming.wordpress.com/2021/12/20/about-functional-play/?fbclid=IwAR09Dvqg3wpa3zmXGVwCs4Yffi5tIVJMvFlw3BNSJHrNi1gOHli0STjuVac

Keay-Bright, W. (2006). ReActivities ©: autism and play. Digital Creativity, 17(3), 149–156. https://doi.org/10.1080/14626260600882414

Wenn Lawson. How Using ‘Interests’ Can Help Build Connection to Understanding and to Developing Skills 

Lester, Stuart & Russell, Wendy. (2008). Play for a Change. Play Policy & Practice: A Review of Contemporary Perspectives.

Louis, S., Dr., Featherstone, S., Macgraw, L., Hayes, L., Beswick, C., Bloomsbury Publishing PLC, Dorset Nexus, & Education Scotland. (2013). Schemas: Learning through play For Scotland’s children, with Scotland’s parents. Bloomsbury Publishing PLC.

Maxfield-Sparrow. (2023, December 4). Why do people assume autistic play is “Wrong”? THINKING PERSON’S GUIDE TO AUTISM.

Munday, K. (2023, May 23). Child-centred play therapy for Autistic children and young people. Autistic and Living the Dream. https://autisticltd.co.uk/2023/05/25/child-centred-play-therapy-for-autistic-children-and-young-people/

Murphy, Kerry, Tapestry. (2024, July 25). Self-Directed Neurodivergent Play | Beginner’s Guides | Tapestry. https://tapestry.info/self-directed-neurodivergent-play/

Murphy, K. (2023). A guide to neurodiversity in the early years. In Anna Freud Centre. https://d1uw1dikibnh8j.cloudfront.net/media/18298/anna-freud-neurodiversity-booklet-early-years-110423.pdf. (with a recommendation for Autistic Realms)

Murphy, K. TEY Magazine, Neuro affirming practice – Early Years advice from Kerry Murphy. Teach Early Years.

Murray, D., Lesser, M., & Lawson, W. (2005d). Attention, monotropism and the diagnostic criteria for autism. Autism, 9(2), 139–156. https://doi.org/10.1177/1362361305051398

Murray, D. from Durham conference 2001: ‘An Autism Odyssey’.Wrong Planet Syndrome. Monotropism.

Murray, F. (2019). Starting points for understanding autism – Fergus Murray – Medium. Medium. https://oolong.medium.com/starting-points-for-understanding-autism-3573817402f2

Nygren, A. (2024b, November 18). Neurodivergent feminist teaching & play. MAI: Feminism & Visual Culture. https://maifeminism.com/neurodivergent-feminist-teaching-play/

My Time, Our Place – Framework For School Age Care in Australia.


Nanny Aut – Autisticvillage. (2021, August 11). Learning to play. No. Playing to learn. Autistic Village.

Nanny Aut – Autisticvillage. (2021a, August 6). Building Super-Highways – Why Monotropism works for Autistics. Autistic Village.

National Institute for Play. Why we Play – National Institute for Play.

O’Keeffe, C., & McNally, S. (2025). ‘Like it’s making my heart run’: A strengths-based understanding of the play of autistic children. Autism. https://doi.org/10.1177/13623613251315985

Pavlopoulou, G., Usher, C., & Pearson, A. (2022). ‘I can actually do it without any help or someone watching over me all the time and giving me constant instruction’: Autistic adolescent boys’ perspectives on engagement in online video gaming. British Journal of Developmental Psychology, 40(4), 557–571. https://doi.org/10.1111/bjdp.12424

Pritchard-Rowe, E., De Lemos, C., Howard, K., & Gibson, J. (2023). Diversity in Autistic Play: Autistic adults’ experiences. Autism in Adulthood, 6(2), 218–228. https://doi.org/10.1089/aut.2023.0008

rebelEducator. (2023, March 28). The play circuit. rebelEducator. https://rebeleducator.substack.com/p/the-play-circuit?utm_source=substack&publication_id=493671&post_id=111310900&utm_medium=email&utm_content=share&triggerShare=true&isFreemail=true


Rose, K. (2025, March 12). Autism and attachment theory. The Autistic Advocate. https://theautisticadvocate.com/autism-and-attachment-theory/

Sharon_A (2023, July 14). What is Play? – Reframing Autism. Reframing Autism. https://reframingautism.org.au/what-is-play/

Skjerseth, A. (2022). Play’s Power | Human Restoration Project | https://www.humanrestorationproject.org/writing/plays-power


Stinney Distro : No Against Adult Supremacy :Free download, borrow, and streaming : Internet Archive. (2016). Internet Archive. https://archive.org/details/no-against-adult-supremacy/page/80/mode/1up?q=play

Wolfberg, P., McCracken, H., & Phillips, T. (2023). Play, friendships and autism. In Routledge eBooks (pp. 244–261). https://doi.org/10.4324/9781003373193-18

Wood, Rebecca (Woodbugblog). (2019, April 5). Autistic children and intense interests: the key to their educational inclusion? Woodbugblog. https://woodbug.blog/2019/03/27/autistic-children-and-intense-interests-the-key-to-their-educational-inclusion/

Wood, R. (2019). Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review, 73(1), 34–54. https://doi.org/10.1080/00131911.2019.1566213

Wood, R. (2019a). Inclusive education for autistic children: Helping Children and Young People to Learn and Flourish in the Classroom. Jessica Kingsley Publishers

Wood, R. (editor) (2022). Learning from Autistic Teachers: How to Be a Neurodiversity-Inclusive School. Jessica Kingsley Publishers

Image of child playing with bricks Text: MONOTROPISM & AUTISTIC PLAY "Play must be the right of every child. Not a privilege. After all, when regarded as a privilege, it is granted to some and denied to others, creating further inequalities" (Souto-Manning, 2020) Autistic & ADHD children may play differently and have a monotropic way of learning. They should not be made to fit into neurotypical expectations of what people think play "should" look like.



Videos and Podcasts

Aucademy (2022) Explaining Autistic experience: Monotropism: Fergus & Tanya educate Aucademy. [Video]. YouTube.

Froebel Trust. (2023, October 17). Froebel Trust Autumn Lecture 2023. Froebel Trust.

Human Restoration Project. (2023, November 18). Play-Based Learning is *learning*! (with Lego) [Video]. YouTube.

Kelly Mahler. (2024, March 26). Interoception and Monotropism: Paying attention to Autistic & ADHD experiences [Video]. YouTube.

Murray, F. (AKA 0olong). (2021, July 22). Craft, flow and cognitive styles [Video]. YouTube.

Person, M. (2021, April 16). My first play presentation! Riah’s Weird Journey.

Studio 3. (2018, October 18). Damian Milton on monotropism and Flow states [Video]. YouTube.



O’Keeffe and McNally (2025 , February 24). ‘Like it’s making my heart run’: A strengths-based understanding of the play of autistic children. YouTube.

Notes from O’Keeffe and McNally presentation:

Play is central to children’s lives, wellbeing and quality of life

Play is a fundamental right of all children

Our understanding of autistic play focuses on deficit views

Normative assumptions used to describe autistic play

We need an autistic understanding of play from autistic players themselves…

Play as fun and escapism of play – flow states

Play and friendships and social demands and negotiations.

Play as engagement with meaningful activities supporting creativity and imagination

Recommendations for future research and practice

Findings challenge deficit views of autistic children’s play and emphasise dispositional qualities

Important for upholding children’s right to play and in providing quality and authentic play experiences where fun and happiness must be present versus those that ‘look like play’

Celebrating difference and diversity in play and respecting children’s playful preferences in creating inclusive play environments”



Image of adult sat reading a book with children on floor, neurodiversity infinity symbol. Text reads: Anna Freud National Centre for Children and Families A guide to neurodiversity in the early years This booklet is for early years professionals working with young children aged five and under in an educational or community setting. By Kerry Murphy

Free download:
Anna Freud National Centre for Children and Families: A guide to neurodiversity in the early years By Kerry Murphy
(with signposting recommending Autistic Realms)

Book cover: Embracing Monotropism and Supporting Young People To Help Prevent Autistic Burnout Paperback - 28 Oct. 2023 by Helen Edgar (Author)
Image of sunset /sunrise Text reads: "Inclusion is not a matter of where you are geographically, but of where you feel you belong" Mary Warnock (2005) Cited in: Murray, D., & Lawson, W. (2006). Inclusion through technology for autistic children. In Routledge eBooks (pp. 181-187). https://doi.org/10.4324/9780203966068-24
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