Children with autism, or other neurodiverse conditions, are just as likely as neurotypical children to see benefits to their social development – from playing with dolls, research has found.

The scientific study, carried out by cardiff-university>Cardiff University, used state-of-the-art, near-infrared spectroscopy equipment, to examine children's brain activity while they played with dolls and on tablets – both by themselves, and with another person.

It emerged that the neurotypical children were more likely to discuss the dolls' emotions and mental states whilst playing.

However, even the youngsters displaying higher levels of autistic, or neurodivergent, traits, appeared to benefit on a neural level from talking to others during doll play, even while playing by themselves – exhibiting more social processing whilst doing so.

The findings suggested the broader social engagement with others while engaging in doll play was a unique pathway to social development for this latter group.

And despite the difference between the two groups, researchers said that both sets of children may be able to benefit from doll play, by using it as a tool for practicing social scenarios and developing social skills, such as empathy.

The findings are the latest release from a multi-year study by the Centre for Human Developmental Science, at the university’s School of Psychology.

Previous years have focused on neurotypical children, and found wide-ranging social and developmental benefits of playing with dolls.

Now, in its third year, the research team has replicated those results with a more diverse range of participants – including children aged between four and eight, displaying both high and low levels of traits associated with autism.

Lead researcher, Dr. Sarah Gerson, said: “Our study shows that doll play can encourage social processing in children, regardless of their neurodevelopmental profile.

“The findings show that all children, even those who display neurodivergent traits commonly associated with autism, may use doll play as a tool for practicing social scenarios and developing social skills, such as empathy.”

While observing the children, researchers saw increased brain activity in the posterior superior temporal sulcus (pSTS) region – which is heavily involved in social and emotional processing, such as empathy – when playing with dolls, both with a social partner and during solo doll play, although less so during solo tablet play.

The study's results suggest that doll play could support social processing, regardless of a child’s neurodevelopmental profile – but through different pathways.

Other research has shown that social processing and empathy skills are important determinants in children’s future emotional, academic, and social success.

The study was a collaboration with the Wales Autism Research Centre, whose director, Dr. Catherine Jones, said: “The study reinforces how it is important that we acknowledge and value neurodiversity.

“This means recognising and valuing the diverse ways in which children's brains work, and approaching social development in a way that is inclusive and accommodating for all children, regardless of their neurodivergence.

“By embracing all ways that children choose to play, we can create a more inclusive and supportive environment for their development.”

Since the landmark publication of Piaget’s theory of cognitive development, the effects of play have been thought to be positive for kids’ social skills and creativity – but this has never been scientifically evidenced at the brain level.

The multi-year, long-term study, commissioned by Barbie, is the first time key Piaget theories on play have been scientifically evidenced via brain imaging, and the first to use neuroimaging evidence with natural doll play – meaning there was no prescribed storyline to show how the brain is activated during doll play.

Michael Swaisland, head EMEA of insight and analytics at Mattel, said: “We are proud to know that when children, regardless of their neurodevelopmental profile, play with Barbie, their playtime may benefit their development.

“As Barbie continues to inspire the limitless potential in every child, we are delighted to know, through neuroscience, that playing with dolls may encourage the development of social skills, such as empathy, in children – including those who display neurodivergent traits commonly associated with autism.

“We look forward to uncovering even more benefits of doll play through our long-term partnership with Cardiff University, as we look to shine a light on the benefits the play pattern has towards development, that parents might not have been aware of.”

Parents and caregivers can visit here to learn more about the research, and access resources.