Podcast Summary: The Autism Little Learners Podcast
Host: Tara Phillips
Episode: #170: Exploratory Play Is Not a Problem to Fix
Date: April 14, 2026

Episode Overview

In this episode, Tara Phillips addresses the often misunderstood subject of exploratory play in young autistic children. Reframing common adult concerns, Tara advocates for seeing exploratory play not as a problem needing correction, but as an essential stage of development, learning, and self-regulation. With her signature compassionate and neurodiversity-affirming approach, Tara offers practical strategies and mindset shifts for educators, therapists, and families.

Key Discussion Points & Insights

1. What is Exploratory Play?

• Definition:
  • The earliest stage of toy play, focused on sensory exploration—dumping, spinning, banging, mouthing, dropping, lining up, etc.
  • Described by Hannon Center: Sensory-driven, used to learn about the world through direct experience.
  • "Exploratory play can feel uncomfortable for us adults. It can look messy, repetitive, immature for the child's age, non-social, unproductive." (00:25)

2. Adults’ Discomfort & Pressure

• Adults may feel pressure to redirect children to more "functional" play due to outside expectations (curriculum, IEPs, observers).
• "Sometimes when a child dumps a bin for the fifth time in 10 minutes, we feel pressure... So sometimes we react quickly. We redirect, we remove materials, we say 'no dumping.' We push them towards something more functional." (01:00)

3. Developmental Appropriateness for Autistic Children

• Staying in the exploratory play stage longer is typical for autistic children due to differences in:
  • Sensory processing
  • Motor planning
  • Social attention and imitation
• "In infancy, autistic children often remain in this stage longer... because sensory processing, motor planning, and social attention develop differently." (02:25)

4. Why Do Children Engage in Exploratory Play?

• Learning is inherent: Children are:

  • Learning about gravity, sound, cause and effect, motor planning, visual tracking, sensory regulation.
  • "This is not random behavior. It's information gathering. It's neurological learning." (04:04)

• Examples:

  • Dumping blocks: learning about gravity, sound, cause and effect.
  • Spinning wheels: learning visual patterns, repetition, fine motor coordination.
  • Mouthing objects: learning about texture, temperature, firmness, sensory input.

5. Importance of Regulation

• Exploratory play can feel regulating and predictable; it's a means of calming the nervous system.
• "Regulation is foundational. If a child's dysregulated, they cannot engage in more complex, functional or pretend play." (05:35)

6. Moving Beyond the “Fix It” Mentality

• Trying to rush children out of exploratory play increases stress and can slow development.
• "Development is not forced forward through pressure... It moves forward through safety, regulation, exposure, modeling, and connection." (06:07)
• Expansion should feel natural, not corrective.

7. Boundaries vs. Elimination

• Intervene only to ensure safety, not to eliminate the behavior.
  • Set visual boundaries ("blocks stay on the floor"):
    • "We could, say, have a visual for, like, blocks stay on the floor. Or we find an area that's maybe safer for them to play with those blocks. And we still allow the dumping." (07:12)
  • Create safe ways for exploratory play: dumping bins, soft surfaces, tubes or ramps.

8. Redefining Play

• Exploratory play meets criteria for real play (per Pamela Wolfberg): pleasurable, intrinsically motivated, voluntary, flexible, engaging.
• “If the child’s engaged, curious, and motivated, it counts. It may not look like pretend tea parties, but it’s real.” (08:00)
• Pushing to "functional" play too soon leads to disengagement and resistance.

9. A Supportive Approach

• Observe: Note sensory patterns and interests.
• Join In: Sit beside, imitate their actions, match their rhythm.
• Expand: Add a simple variation (add a sound, use a container, say "ready, set, go," introduce ramps or tubes).
• “Expansion should feel like an invitation, not interruption.” (10:18)

10. Pathway Toward Functional Play

• Bridges to functional play often start with cause and effect.
  • "Instead of dumping randomly, the child begins to notice. Oh, if I press this, it lights up. If I put this here, it rolls." (10:56)
• Complexity grows from repeated, comfortable experiences.

11. Self-Regulation and Classroom Strategies

• Repetitive play is calming.
• Removing it may take away a child’s self-regulation tool.
• Classroom tips:
  • Rotate materials to make intentional dumping bins.
  • Provide structured drop zones.
  • Offer "heavy work" before transitions.
  • Teach peers about many ways to play.
  • Schedule sensory-rich play on purpose.
• "When we plan for exploratory play, instead of fighting it, the whole room feels calmer." (13:20)

Memorable Quotes & Moments

• “Exploratory play is not a problem to fix. It’s a stage to understand.” (00:13)
• “This is not random behavior. It’s information gathering. It’s neurological learning.” (04:04)
• “Regulation is foundational... Exploratory play is exactly what the nervous system needs.” (05:35)
• “Development is not forced forward through pressure... It moves forward through safety, regulation, exposure, modeling, and connection.” (06:07)
• “Expansion should feel like an invitation, not interruption.” (10:18)
• “Play is regulation. Repetitive play often reduces anxiety. Predictable sensory input calms the nervous system.” (12:14)
• “Instead of asking, how do I stop this? We can ask, what sensory need is being met? And how can I meet it in a way that's safe and expandable?” (12:45)
• Internal script for adults: “This is a stage. This is sensory learning. This is regulation. This is foundation. Exploratory play is not a problem to fix. It's a foundation to respect.” (14:05)

Notable Timestamps

• 00:13 — Main theme introduction: reframing the question about exploratory play
• 02:25 — Reasons autistic children may remain in exploratory play
• 04:04 — Detailed look at what children are learning through exploratory actions
• 05:35 — Sensory regulation and its importance
• 07:12 — Differentiating boundaries from elimination (safe ways to allow the behavior)
• 10:18 — How to gently expand play as an invitation, not a correction
• 12:14 — Play as regulation and self-soothing
• 13:20 — Practical classroom strategies to support exploratory play
• 14:05 — Internal script for respectful mindset shift

Final Message

Tara closes with encouragement to respect exploratory play as a developmental foundation, not a deficit. By supporting children at this stage, adults help them regulate, build connection, and progress toward functional and imaginative play—gently and joyfully.

"Exploratory play is not a problem to fix. It's a foundation to respect. And when we respect it, we build from it gently, thoughtfully, and without taking away the joy." (14:26)

For further resources and related topics, Tara recommends revisiting episode 169 and checking show notes for linked tools (e.g., tot tubes, ramps).