"Isolation: The children appear to be unaware of or oblivious to others. They may occupy themselves by watching anything of momentary interest.
Orientation: The children have an awareness of the other children as evidenced by looking at them or at their play materials or activities. However, the children do not enter into play.
Parallel/proximity play: The children play independently beside, rather than engaging with, the other children. There is simultaneous use of the same play space or materials as peers.
Common focus: The children engage in activities directly involving one or more peers, including informal turn taking, giving and receiving assistance and directives, and active sharing of materials. There is a common focus or attention on the play. "
Monday, March 9, 2009
Part II: Developmental Stages of Social Play
This post concludes my series on Play and the Child with Autism Spectrum Disorder. Today, I'm featuring two book excerpts taken from Teaching Students with Autism Spectrum Disorders: A Step-by-Step Guide for Educators by Roger Pierangelo and George Giuliani. This is the second of the two excerpts.
Developmental Stages of Social Play/Social Relations