Work with Professor Jenny Gibson, Ph.D. | NotedSource
Prof. Jenny Gibson is an accomplished scholar and
researcher in the fields of neurodiversity and
developmental psychology. She received her Ph.D. from the
University of Manchester in 2011 and has since held
several prestigious positions in academia and industry.
Currently, she serves as a Professor of Neurodiversity and
Developmental Psychology at the University of Cambridge,
where she leads groundbreaking research into the role of
play in learning and development, the development of
language and social emotional skills and the wellbeing of
neurodivergent children and young people (autism, language
disorders, ADHD). Prof Gibson is a Fellow in Psychology
and Education at Christ’s College Cambridge and a
Co-director at the Centre for Human Inspired AI.
https://cv.notedsource.io/me/97R29WGJ
Professor Jenny Gibson, Ph.D.
Professor of Neurodiversity and Developmental Psychology at University of Cambridge
Research Expertise
Play
Autism
Toys
Early childhood
Neurodiversity
Language development
Psychology
Technology
AI
Social robotics
Wellbeing
Developmental Language Disorder
ADHD
Developmental Psychology
Education
Data Science
Phenomenology
About
Prof. Jenny Gibson is an accomplished scholar
and researcher in the fields of neurodiversity
and developmental psychology. She received her
Ph.D. from the University of Manchester in
2011 and has since held several prestigious
positions in academia and industry. Currently,
she serves as a Professor of Neurodiversity
and Developmental Psychology at the University
of Cambridge, where she leads groundbreaking
research into the role of play in learning and
development, the development of language and
social emotional skills and the wellbeing of
neurodivergent children and young people
(autism, language disorders, ADHD). Prof
Gibson is a Fellow in Psychology and Education
at Christ’s College Cambridge and a
Co-director at the Centre for Human Inspired
AI.
Legacy Map
Full ViewPublications
“It Depends on the Choices that Are Made
Now.” Parental Perspectives on the Use of
Automated Methods in Early Childhood
Developmental Checks
Early Childhood Education Journal
2025
Space to Be Myself
It Takes All Kinds of Minds: Fostering
Neurodivergent Thriving at School
2025
Children's Use of Mental State Talk Is
Connected Within Peer Dyads, but Unrelated
to Theory‐of‐Mind Understanding
Social Development
2025
Do You Like Me? Differences in Learning
Social Cues in Adolescents with
Developmental Language Disorder (DLD)
Journal of Autism and Developmental
Disorders
2025
“They don't realise how hard he has to try
every day”: The rewards and challenges of
parenting a child with developmental
language disorder
International Journal of Language &
Communication Disorders
2025
Professionals’ perspectives on
neurodiversity-affirmative autism
diagnostic assessment
Neurodiversity
2024
Autistic adults’ perspectives and
experiences of diagnostic assessments that
include play across the lifespan
Autism
2024
Developmental language disorder and
neurodiversity: Surfacing contradictions,
tensions and unanswered questions
International Journal of Language &
Communication Disorders
2024
Diversity in Autistic Play: Autistic
Adults' Experiences
Autism in Adulthood
2024
Establishing consensus on principles and
competencies for the use of play in
clinical practice in hospitals: An
international Delphi study
European Journal of Pediatrics
2024
Exploring concepts of friendship formation
in children with language disorder using a
qualitative framework analysis
International Journal of Language &
Communication Disorders
2024
Perspectives on the impact of generative
AI
on early‐childhood development and
education
Infant and Child Development
2024
‘A new adventure’: a case study of
autistic children at Forest School
Journal of Adventure Education and
Outdoor Learning
2022
“It Helps Make the Fuzzy Go Away”:
Autistic Adults' Perspectives on Nature's
Relationship with Well-being Through the
Life Course
Autism in Adulthood
2024
Autistic adults’ perspectives and
experiences of diagnostic assessments that
include play across the lifespan
Unknown Venue
2023
“I’m in a unique position to make a
difference”: The experiences and practices
of autistic speech and language therapists
Unknown Venue
2023
“It’s not just linguistically, there’s
much more going on”: Exploring the
experiences and practices of bilingual
paediatric speech and language therapists
in the UK
Unknown Venue
2023
Diversity in autistic play: Autistic
adults’ experiences
Unknown Venue
2023
A plausible role of imagination in pretend
play, counterfactual reasoning, and
executive functions
British Journal of Psychology
2023
Building connections through play:
Influences on children's connected talk
with peers
British Journal of Developmental
Psychology
2023
Children with language disorder as
friends: Interviews with classroom peers
to gather their perspectives
Child Language Teaching and
Therapy
2022
Early home learning support and home
mathematics environment as predictors of
children's mathematical skills between age
4 and 6: A longitudinal analysis using
video observations and survey data
Child Development
2023
Evidence for Protective Effects of Peer
Play in the Early Years: Better Peer Play
Ability at Age 3 Years Predicts Lower
Risks of Externalising and Internalising
Problems at Age 7 Years in a
Longitudinal Cohort Analysis
Child Psychiatry & Human
Development
2022
Pioneering, prodigious and perspicacious:
Grunya Efimovna Sukhareva’s life and
contribution to conceptualising autism and
schizophrenia
European Child & Adolescent
Psychiatry
2021
Respite and connection: Autistic adults’
reflections upon nature and well-being
during the Covid-19 pandemic
Autism
2023
School-based allied health interventions
for children and young people affected by
neurodisability: a systematic evidence map
Disability and Rehabilitation
2022
Social Cognition in Adolescents with
Developmental Language Disorder (DLD):
Evidence from the Social Attribution Task
Journal of Autism and Developmental
Disorders
2022
The Engage with Developmental Language
Disorder (E‐DLD) project: Cohort profile
International Journal of Language &
Communication Disorders
2022
“Want to come play with me?” Outlier
subgroup discovery on spatio‐temporal
interactions
Expert Systems
2021
Associations between bilingualism and
attention-deficit hyperactivity disorder
(ADHD)-related behavior in a community
sample of primary school children
Applied Psycholinguistics
2022
Language competence and beyond
Linguistic Approaches to
Bilingualism
2021
Semantic Cues Modulate Children’s and
Adults’ Processing of Audio-Visual Face
Mask Speech
Frontiers in Psychology
2022
Solitary symbolic play, object
substitution and peer role play skills at
age 3 predict different aspects of age 7
structural language abilities in a matched
sample of autistic and non-autistic
children
Autism & Developmental Language
Impairments
2022
‘We’ve come a very, very, long way’
Overcoming stigma of autism: An
interpretative phenomenological analysis
within the UK Jewish community
Autism
2022
“It’s Like Stealing What Should be
Theirs.” An Exploration of the Experiences
and Perspectives of Parents and
Educational Practitioners on
Hebrew–English Bilingualism for Jewish
Autistic Children
Journal of Autism and Developmental
Disorders
2021
Dyadic association between aggressive
pretend play and children’s anger
expression
British Journal of Developmental
Psychology
2020
Parental Perceptions and Decisions
Regarding Maintaining Bilingualism in
Autism
Journal of Autism and Developmental
Disorders
2020
Pathways from the early language and
communication environment to literacy
outcomes at the end of primary school; the
roles of language development and social
development
Oxford Review of Education
2020
Play interventions for paediatric patients
in hospital: a scoping review
BMJ Open
2021
Play-based interventions to support social
and communication development in autistic
children aged 2–8 years: A scoping review
Autism & Developmental Language
Impairments
2021
Practitioners' perspectives and
experiences of supporting bilingual pupils
on the autism spectrum in two
linguistically different educational
settings
British Educational Research
Journal
2020
Reviewing the link between language
abilities and peer relations in children
with developmental language disorder: The
importance of children’s own perspectives
Autism & Developmental Language
Impairments
2021
Social Functioning as a Mediator between
Developmental Language Disorder (DLD) and
Emotional Problems in Adolescents
International Journal of Environmental
Research and Public Health
2021
You Pretend, I Laugh: Associations Between
Dyadic Pretend Play and Children's Display
of Positive Emotions
Frontiers in Psychology
2021
Play-based interventions to support social
and communication development in autistic
children aged 2-8 years: A scoping review
Unknown Venue
2020
Making sense of social pretense: The
effect of the dyad, sex, and language
ability in a large observational study of
children’s behaviors in a social pretend
play context
Social Development
2019
A Cross-Lagged Analysis of Emotion
Regulation, Peer Problems, and Emotional
Problems in Children With and Without
Early Language Difficulties: Evidence From
the Millennium Cohort Study
Journal of Speech, Language, and
Hearing Research
2020
Bilingualism in the family and child
well-being: A scoping review
International Journal of
Bilingualism
2020
Dispositional playfulness in young
children: A cross‐sectional and
longitudinal examination of the
psychometric properties of a new child
self‐reported playfulness scale and
associations with social behaviour
Infant and Child Development
2020
Features of Social Play in 8- to
11-Year-Olds in China: Exploring
Children’s Own Perspectives
Beijing International Review of
Education
2020
Participant engagement with play research
– examples and lessons learned from the
Centre for Play in Education, Development
and Learning
International Journal of Play
2020
Play and prosociality are associated with
fewer externalizing problems in children
with developmental language disorder: The
role of early language and communication
environment
International Journal of Language &
Communication Disorders
2020
Using interpretative phenomenological
analysis in autism research
Autism
2019
Automated and unobtrusive measurement of
physical activity in an interactive
playground
International Journal of Human-Computer
Studies
2019
Early Risk Factors and Emotional
Difficulties in Children at Risk of
Developmental Language Disorder: A
Population Cohort Study
Journal of Speech, Language, and
Hearing Research
2019
Making sense of social pretence: The role
of the dyad, sex and language ability in a
large observational study of children’s
behaviours in a social pretend play
context
Unknown Venue
2019
Relations between bilingualism and
autistic-like traits in a general
population sample of primary school
children
Unknown Venue
2019
The school experiences of bilingual
children on the autism spectrum: An
interpretative phenomenological analysis
Research in Developmental
Disabilities
2019
Lessons for Successful Cognitive
Developmental Science in Educational
Settings: The Case of Executive Functions
Journal of Cognition and
Development
2018
Do Tangible User Interfaces promote social
behaviour during free play? A comparison
of autistic and typically-developing
children playing with passive and digital
construction toys
Research in Autism Spectrum
Disorders
2019
Introducing the Play in Education,
Development and Learning (PEDAL) Research
Centre
International Journal of Play
2019
Mining Exceptional Social Behaviour
Lecture Notes in Computer Science
2019
Relations Between Bilingualism and
Autistic-Like Traits in a General
Population Sample of Primary School
Children
Journal of Autism and Developmental
Disorders
2019
Using Polygenic Profiles to Predict
Variation in Language and Psychosocial
Outcomes in Early and Middle Childhood
Journal of Speech, Language, and
Hearing Research
2019
Motivations for emotional expression and
emotion regulation strategies in Chinese
school-aged children
Motivation and Emotion
2018
Using sensors to study the social dynamics
of outdoor play.
Unknown Venue
2018
Using a “child's‐eye view” of social
success to understand the importance of
school readiness at the transition to
formal schooling
Social Development
2018
A longitudinal analysis of early language
difficulty and peer problems on later
emotional difficulties in adolescence:
Evidence from the Millennium Cohort Study
Autism & Developmental Language
Impairments
2018
Playground Social Interaction Analysis
using Bespoke Wearable Sensors for
Tracking and Motion Capture
Unknown Venue
2018
A Systematic Review of Research into the
Impact of Loose Parts Play on Children’s
Cognitive, Social and Emotional
Development
School Mental Health
2017
Practitioner Review: Multilingualism and
neurodevelopmental disorders – an overview
of recent research and discussion of
clinical implications
Journal of Child Psychology and
Psychiatry
2016
Friendships and Family Support Reduce
Subsequent Depressive Symptoms in At-Risk
Adolescents
PLOS ONE
2016
A call for greater transparency in health
policy development: observations from an
analysis of child and adolescent mental
health policy
Evidence & Policy
2015
Social communication disorder outside
autism? A diagnostic classification
approach to delineating pragmatic language
impairment, high functioning autism and
specific language impairment
Journal of Child Psychology and
Psychiatry
2013
Quantifying peer interactions for research
and clinical use: The Manchester Inventory
for Playground Observation
Research in Developmental
Disabilities
2011
Education
University of Manchester
Ph.D., School of Psychological Sciences / December, 2011
Manchester
University of Cambridge
MSt, Healthcare Data / January, 2023
Cambridge
Experience
University of Cambridge
Professor of Neurodiversity and Developmental Psychology / November, 2014 — Present
Nesta
Chief Scientist / September, 2021 — September, 2023
Christ’s College Cambridge
Fellow in Psychology and Education / October, 2024 — Present
Centre for Human Inspired AI
Co-director / June, 2023 — Present
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