ABSTRACT
Introduction One approach to working with children with autism who are preverbal involves
developing early skills in social interaction and play (Nind & Hewett, 1994;
Christie & Prevezer, 1998; Hannah, 2001; Moor, 2002). Shared cooperation leads
to cultural learning in all children. Skills in reciprocal social exchange and the
sharing of a meaningful social ‘space’ underpin the later development of
language and communication. Children with autism tend to avoid this kind of
social contact, avoiding eye contact, withdrawing from cooperative play and
being unable to share an interest in things with another person. A regular
starting point for work with autism, therefore, is the simple engagement in acts
of shared social meaning in relation to the world around or to another person.
