Roadblocks to Your Child's Play Habits

December 10, 2024

April 8, 2025

Ideation is the process of generating an idea and executing it. While it's something everyone engages in, the extent and level of detail vary from person to person. In young children, this may be displayed as they play with dolls and mimic the responsibilities of family members. A child may pretend to stir or cook by using a stick and an invisible bowl they're holding or maybe they line up cars and buildings in the same fashion as your local shopping mall. Ideation is simply the process of turning a thought into action. Children are especially known for their creative ideas and unique ways of bringing them to life!

While ideation comes naturally to some, it can be more challenging for others, particularly children with autism. Instead of generating and acting on new ideas, their ideation may be limited to repetitive actions, such as lining up toy cars or placing objects in and out of a container for extended periods. Instead of developing new ideations themselves, they may learn by watching someone else in action. This might include watching a parent repair a door with a hammer and nails at home, or possibly watching a peer stack blocks evenly to fit into a container. Autism can impact the way in which a child ideates, which may impact general praxis of a child, delaying overall development.

Praxis is the ability to plan and execute an idea, involving both motor planning and executive functioning skills. It is generally gauged within five main categories, each measuring if a child displays levels of:

• Ideation
• Planning
• Sequencing
• Execution
• Adaptation

If your child is having trouble with ideational praxis (the ability to generate and act on new ideas, especially during play), occupational therapists, particularly those trained in sensory integration and processing, can provide valuable assistance. In the meantime, here are some playtime activities for your child if they're experiencing "roadblocks" during play:

• Respect all play interests. For example, a child's passion for car engines could lead to future career opportunities.
• Play with your child to create shared fun and build connection.
• Gently expand the play without changing the activity. For example, if your child likes spinning lids, try spinning them on different surfaces or add other spin-able objects, like colorful diving rings.
• Consider how to adjust the environment to help your child explore different uses of objects. For example, placing various balls in one container may help them discover the unique qualities of each, like how a rubber ball differs from a tennis or ping pong ball.
• Name the game your child likes in words they understand. This helps create shared ideas.
• Show different ways to play with objects, but don’t force it. Involve siblings, grandparents, and others.
• Use everyday events in play. For example, put a figurine in the bus and name the driver after your child's bus driver.
• Think about how outdoor play might spark more ideas than indoor play. For example, does raking leaves, jumping into them, and tossing them "like a volcano" inspire your child more?

The ability to play, interact, think, and execute is vital to a child's learning and overall development, and there are countless creative ways to support your child’s growth in these areas! While this may be a challenge at times, progress takes time, and it offers a valuable opportunity to connect with and better understand your child’s unique strengths and needs.

Feel free to contact Positive Development if you have any questions or needs regarding occupational therapy. We provide these services as part of a comprehensive developmental therapy approach.

Dr. Susan Smith-Foley, OTD, MPA, OTR/L Clinical Director (Cherry Hill, NJ; Lakewood, NJ)

About the Author

Dr. Susan Smith-Foley, OTD, MPA, OTR/L, BCP is the Clinical Director of the Cherry Hill, Hamilton, and Lakewood, NJ Centers. She has been a practicing OT for 41 years, undoubtedly proving to be an expert in this area!