Identiplay: The Complete Teacher's Guide to Teaching

Identiplay helps learners with autism develop play skills in classrooms. This guide offers steps to implement this intervention effectively. Begin sessions with matching toys, then build social play and imagination (Stahmer, 1999). Learn to join their play, introduce ideas, and foster interaction (Kasari, 1998; McGee, 1991). Gain practical tools for powerful teaching through structured play (Sherratt & Peter, 2002).

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15 Strategies for Implementing Identiplay in Early Years Settings

1. Create Rich Play Environments: Set up diverse role-play areas that invite exploration of different identities and scenarios.
2. Provide Open-Ended Resources: Offer materials that can be transformed into multiple things through children's imagination.
3. Observe Before Intervening: Watch play carefully to understand children's interests before joining or extending.
4. Model Symbolic Play: Demonstrate how objects can represent other things through your own playful engagement.
5. Use Persona Dolls: Introduce dolls with specific identities to explore diversity and challenge stereotypes.
6. Document Play Stories: Record children's play narratives to value and extend their imaginative work.
7. Connect to Real Experiences: Link play themes to trips, visitors, and experiences that expand children's understanding.
8. Support Conflict Resolution: Use play disputes as opportunities to develop negotiation and problem-solving skills.
9. Include All Children: Adapt play spaces and resources to ensure children with additional needs can fully participate.
10. Rotate and Refresh Resources: Regularly update play areas to maintain interest and introduce new possibilities.
11. Plan for Sustained Play: Allow extended time for play to develop depth and complexity.
12. Value All Play Themes: Accept children's play interests, including superhero and fantasy themes, as valid learning.
13. Use Props Thoughtfully: Balance realistic props with open-ended materials to support different types of play.
14. Extend Through Questions: Use wondering questions to deepen play without taking over the narrative.
15. Share with Families: Help parents understand how identity play supports development across all areas.

Two Identical Sets: The defining feature of Identiplay is using duplicate toy sets. Child and adult each have their own identical materials, allowing parallel play, imitation, and turn-taking without physical conflict over toys

Copy First, Model Second: Adults begin by copying whatever the child does with the toys. This validates the child's actions and creates connection. Only later does the adult introduce new play actions for the child to imitate

Play Scripts Provide Structure: Written scripts guide adults through play sequences, ensuring consistency and reducing anxiety about "what to do." Scripts include suggested actions and language, making the approach accessible to all staff

Beyond the Tabletop: While Identiplay begins with structured tabletop activities, the same principles can extend to water play, outdoor activities, role play, and leisure pursuits as skills develop

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What Is Identiplay for Autism?

Research on Identiplay (Stagnitti et al., 2000; Sampson & Clark, 2009) shows it can build play skills. This structured play uses matching toy sets. Adults copy the learner, then suggest new play. This helps learners with autism develop social skills and imagination.

Identiplay helps learners struggling with play, especially autistic learners (Sherratt & Peter, 2016). Learners with autism often don't gain play skills through observation, unlike others ( Bundy et al, 2002). The intervention tackles this directly (Stagnitti et al, 2000).

Play with autistic learners can be repetitive, with a focus on object textures, cause-and-effect actions or sensory features rather than imaginative themes (Sherratt and Peter, 2002). Learners may line up cars or spin wheels rather than role-play with them, and many show a clear preference for sensory activities.

This method allows learners to actively engage with the material and practice repeatedly. Identiplay uses modelling, imitation and scripted interactions (Stagnitti et al., 2000). Practitioners teach play sequences directly, instead of hoping learners pick up skills incidentally (Stagnitti et al., 2000; Beyer and Gammeltoft, 2010).

Phillips and Beavan created the approach using Beyer and Gammeltoft's work. Their book (Beyer & Gammeltoft, n.d.) gives practical help for teaching play to learners with autism.

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Building Communication Through Autism Play Skills

Research shows play skills help autistic learners with social communication. Play builds imagination and encourages interaction with peers. These vital skills support emotional control and language growth. They help learners form positive social relationships (Ginsberg, 2007).

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social skills, emotional regulation, cognitive flexibility, creativity, and problem-solving abilities (Hughes, 1999; Lillard et al., 2013; Whitebread et al., 2012). Play supports learning across all areas, including literacy and numeracy development (Fisher et al., 2011; Pellegrini, 2009). By engaging in playful experiences, children construct knowledge and make sense of the world around them (Piaget, 1951; Vygotsky, 1978). Play also provides opportunities for children to explore their interests, experiment with different roles, and develop a sense of self (Erikson, 1963; Rogers, 1961). It is crucial that educators recognise the significance of play in fostering children’s overall well-being and academic success (Bodrova & Leong, 2007). Play is key, not just fun. Learners develop many skills through play. These include social skills and creative thinking (Hughes, 1999; Lillard et al., 2013). Play assists literacy and maths learning (Fisher et al., 2011; Pellegrini, 2009; Whitebread et al., 2012). Learners build knowledge through playful experiences (Piaget, 1951; Vygotsky, 1978). Play helps learners explore interests and their sense of self (Erikson, 1963; Rogers, 1961). Recognise play's role in well-being and learning (Bodrova & Leong, 2007).

Researchers such as Whitebread et al. (2009) highlight play's value. Learners with autism sometimes miss these benefits, limiting development. Identiplay provides a way to build skills through structured play.

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Core Identiplay Teaching Principles

Researchers (Whitebread et al., 2012) show Identiplay has four key ideas. Learners use two identical toy sets to play alongside each other. Practitioners copy the learner's actions, then add fresh ideas. Consistent play scripts help structure sessions. Predictable routines lessen learner worry (Hughes, 2010).

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Principle 1: Identical Materials

Both child and adult have exactly the same toys or materials. This might be:

Having identical sets allows:

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Principle 2: Copy Before You Lead

The golden rule of Identiplay: copy the child first. Whatever the child does with their toys, the adult does the same with their set.

Why copying first?

Shared focus and attention build trust and validate the learner's actions. This approach provides a foundation for imitation and reduces pressure to perform. Researchers like Vygotsky (1978) and Bruner (1983) support this. Rogoff (1990) and Lave & Wenger (1991) also highlight its impact.

Researchers call this sensitive period of development the 'zone of proximal development' (Vygotsky, 1978). Adults introduce new actions for the learner to copy after establishing a copying relationship. This supports learning within their capability (Wood et al., 1976; Bruner, 1983).

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Principle 3: Structured Sessions

Identiplay sessions follow a predictable format:

Vygotsky (1978) found predictability lowers learner anxiety, improving focus on play. Practitioners can use scaffolding; this means they slowly add complexity. Rogoff (1990) and Wood et al (1976) showed this helps learners progress in play.

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Principle 4: Play Scripts

Written scripts guide practitioners through sessions. A script includes:

Scripts help practitioners stay consistent across sessions. They also support staff who feel unsure about play (Trevarthen & Aitken, 2001). This is particularly true for staff working in SEN settings with limited training in adult-led structured play.

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Frequently Asked Questions

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Setting Up Effective Identiplay Sessions

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Materials Needed

Research from researchers like Guldberg (2010) shows Identiplay needs careful toy choices. Hughes (2001) shows timing and no distractions are crucial. These factors help autistic learners gain the most from Identiplay sessions.

Inclusive practices use structured support so all learners join meaningful play. Planned activities match each learner's level and encourage engagement.

Commonly used Identiplay kits:

Play activities help learners remember sequences, boosting working memory. Play also grows vocabulary with rich language exposure (Whitebread et al., 2012). Social interaction in play supports social and emotional learning (Lillard et al., 2013).

‍ ## Timing and Environment * Keep sessions short: Start with 5-10 minute sessions and gradually increase as the child's attention span improves. * Be consistent: Conduct sessions at the same time each day to establish a routine. * Minimize distractions: Choose a quiet space free from visual and auditory distractions. * Use visual supports: Timers, visual schedules, and first/then boards can help children understand the session structure. * Reinforce success: Provide praise and positive reinforcement for participation and imitation. ## Adapting Identiplay for Different Needs Identiplay is a flexible approach that can be adapted to meet the needs of individual children. * Vary the toys: Introduce new toys and activities based on the child's interests. * Adjust the pace: Slow down or speed up the pace of the session based on the child's responses. * Modify the scripts: Adapt the language and actions in the scripts to match the child's communication level. * Incorporate sensory elements: Add sensory materials, such as sand, water, or playdough, to enhance the play experience. * Fade your prompts: Gradually reduce the amount of support you provide as the child becomes more independent. ## Troubleshooting Common Challenges Even with careful planning, challenges may arise during Identiplay sessions. Here are some common issues and possible solutions: * Child refuses to participate: Try a different toy or activity, shorten the session, or offer a preferred reinforcer. * Child engages in repetitive behaviours: Redirect the child to a new action, model an alternative play sequence, or provide a visual prompt. * Child becomes frustrated: Take a break, simplify the activity, or offer reassurance. * Child struggles with imitation: Break down the action into smaller steps, provide physical guidance, or use visual aids. * Child shows limited attention: Reduce distractions, shorten the session, or incorporate movement breaks. ## Benefits of Identiplay Identiplay provides a structured, systematic approach to teaching play skills to children with autism. By following the core principles of identical materials, copying before leading, structured sessions, and play scripts, educators can create engaging and effective learning experiences that promote social communication, imagination, and peer interaction. The consistent routine and predictable format reduces anxiety, while the focus on imitation and modelling helps children develop new play skills and generalise them to other settings. By implementing Identiplay, you are not just teaching play; you are building a foundation for social, emotional, and cognitive development. The skills learned through Identiplay can have a lasting impact on a child's ability to form relationships, communicate effectively, and participate fully in their community. With dedication and a little creativity, you can transform play into a effective method for learning and growth. ## Further Reading * Beyer, J., & Gammeltoft, L. (2010). *Teaching play to children with autism: Practical interventions using Identiplay*. Jessica Kingsley Publishers. * Sherratt, D., & Peter, M. (2002). *Developing play and drama in children with autism*. David Fulton Publishers. * Stagnitti, K., Mayes, R., & Littlejohns, P. (2016). Effectiveness of interventions for promoting play skills in children with autism spectrum disorder: A systematic review and meta-analysis. *Research in Autism Spectrum Disorders*, *29*, 12-24. * Schwartz, I. S., & Nye, C. (2008). Using video modelling to teach play skills to children with autism. *Teaching Exceptional Children*, *40*(6), 24-31.

External References: Early Years Foundation Stage Framework (DfE) | EEF: Early Years Toolkit