Exploring Structured Motor Play for Preschoolers with Autism: Listening to Parents’ Voices

ABSTRACT

Many children with autism could benefit from adult support during motor play. The purpose of this study was to explore parents’ perspectives on the importance of structured motor activities and how they might support the motor development of their young children with autism. Interviews were conducted with six parents of preschoolers with autism to understand their perceptions about structured motor play. Results revealed that parents: (a) valued structured motor activities, but many did not implement them at home; (b) had limited knowledge about motor development; (c) were uncertain about how to find motor resources; and (d) would like teachers to lead structured motor activities at school and send home ideas for parents to build on these activities. The findings provide insights about partnering with parents to support motor development, ideas for curriculum development, and suggestions for professional development for teachers. Implications for research and practice are discussed.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the The Marissa Zelinger Research Award [NA].