Now, being, occupational: Outdoor play and children with autism

Abstract

ABSTRACT Play is the primary occupation of children and the right for children to play has been acknowledged internationally, for all children, including those with disabilities. However, there is concern that outdoor play is declining, thus warranting more focused investigation to better understand the evolving nature of outdoor play. The purpose of this study was to explore the outdoor play occupations and environments of children with autism, to understand the place of outdoor play in their lives. A qualitative methodology was used, drawing from ethnographic principles. Eight participants were recruited from one primary school in Ireland; five children with autism aged six-to-nine, and three staff members. Multiple methods were employed, including interviews, picture elicitation, observations, and behavioural mapping. Thematic analysis was used to analyse data and three core themes identified, relating to play form, play environments, and play challenge. Children with autism in this study enjoyed many forms of outdoor play. Their preferences were for active play with varied sensory elements including running, jumping, swinging, climbing, and sliding. Play occupations with opportunities for challenge, mastery, and engagement in risky play were particularly favoured, alongside preferences for imaginative play, play with natural components, and social interaction. Play engagement was most evident in environments with higher play value. This work contributes to a reconceptualization of the study of play occupation as a focus on the ‘now’ of childhood. By focusing on being and not becoming, we argue for rejecting a deficit model in favour of a rights-based occupational justice perspective to emancipate play.