2.3- Types of Play - Social Sci LibreTexts

Types of Play According to Mildred Parten (1932)

Mildred Parten observed the play behaviors of two to five-year-old children and identified six distinct types of play. These are classified into two categories: non-social and social play, with each type of play serving different developmental needs and social interactions.

Non-Social Play

  1. Unoccupied Play

    • Behavior appears random and lacks a specific goal.

    • Considered the least common type of play among children.

    • Children in this phase may engage in movements that seem aimless or reflective, such as wandering or observing their surroundings.

  2. Solitary Play

    • Children engage in activities alone, without interaction with peers.

    • They do not participate in similar activities as nearby children, showing a focused interest in their individual pursuits, like coloring or constructing with blocks.

    • This type of play is crucial for developing personal interests and fostering creative expression.

  3. Onlooker Play

    • Children observe others who are playing.

    • They may comment on the play or offer suggestions but do not join in, often showing a desire to understand social interactions.

    • This type of play can help children learn social cues and the dynamics of group play.

Social Play

  1. Parallel Play

    • Children play alongside one another with similar toys but do not directly interact.

    • This can be seen in instances where children may be using similar toys but are engaged in separate activities, laying the groundwork for future interaction.

  2. Associative Play

    • Interactions occur among children, sharing toys and activities.

    • However, they do not work towards a shared objective; for example, children may pass toys back and forth while engaged in their ideas.

    • This type fosters early communication and sharing skills but lacks a collective plan.

  3. Cooperative Play

    • Children engage in activities together to achieve a common goal.

    • Each child may assume different roles to contribute to the collective aim, such as playing house or organizing a game that requires team collaboration.

    • This type of play is essential in developing teamwork skills and a sense of community.

Observational Insights

  • Younger children often display non-social play more frequently than older children, highlighting a foundational phase in their interpersonal development.

  • By age five, associative and cooperative play become the predominant forms of play as children's social skills develop, facilitating improved communication and interaction strategies.

References

Dyer & Moneta, 2006. Lifespan Development - Module 5: Early Childhood by Lumen Learning.Psyc 200 Lifespan Psychology by Laura Overstreet, licensed under CC BY 4.0.