Play and Neurodiversity-Affirming Practice in Early Childhood by Kerry Murphy (BA Hons, MSc)

Play is innate, and all children have the capacity for playful selves. Yet many conventional views of play still rely on narrow developmental expectations that unintentionally exclude neurodivergent and disabled children. In this session led by **Kerry Murphy (BA Hons, MSc)**—author, Early Childhood Specialist, Lecturer, and Trainer—you are invited to re-explore play through a neurodiversity-affirming lens that honors the many functions and patterns of play.

You will be introduced to ideas that move beyond typical play frameworks, such as stage theory, and instead explore the diverse developmental pathways children naturally follow through play. Together, we will examine common play patterns in neurodivergent children and explore why these are valid and developmentally meaningful. We will also question neuronormative assumptions about what counts as “functional” play and recognize the depth of insight available when children are supported to play in ways that feel authentic to them.

Throughout the session, you will reflect on how neuronormativity and developmental norms can shape our interpretations of children’s actions. By engaging with practical examples, case studies, and reflective prompts, you will discover how to design play environments that are affirming, autonomous, accessible, and filled with joy, meaning, and knowledge creation.

Learning Objectives

1. To reimagine our definitions and understandings of play through a neurodiversity-informed and affirming lens.

2. To explore the influence and impact of neuronormativity on children’s play.

3. To learn about autistic play patterns as a framework for diversifying our understanding of all children’s play.

4. To be introduced to the Diverse Pathways for Early Childhood project.