AThe importance of play in children’s learning and development

https://www.startingblocks.gov.au/other-resources/factsheets/the-importance-of-play-in-
children-s-learning-and-
development/#:~:text=Educators%20at%20your%20child%27s%20early,exploration%2
C%20imagination%20and%20decision%20making.

Learning through play is one of the most important ways children learn and develop.
Educators at your child’s early childhood education and care service might have
told you that they use a ‘play based’ approach for children’s learning and development.
Play is an activity where children show their remarkable ability for exploration,
imagination and decision making. While play is often described as ‘children’s work’, it is
intensely enjoyable for them. The type of play children engage in and its purposes
change over the course of childhood from infancy to adolescence.
You may have realised that as a parent, you don’t generally have to make
children play or provide incentives to play. This is because children seem to have a
natural urge to play and playing brings a level of pleasure and interest which means it
can be maintained without external rewards.

How does play support your child’s development and learning?

Physical development - active play using large and small muscles such as climbing,
running, ball games, digging, jumping, and dancing. This supports children’s overall
health and sense of wellbeing, physical growth, appreciation for the benefits of active
lifestyles and skills for independence in self-help such as dressing or feeding.
Social and emotional development - dramatic and imaginative play which includes
dressing up and role play can develop positive social and emotional skills and values.
This provides opportunities for children to:

 practise how to work with other children, negotiate ideas, and make choices and
decisions
 develop self-confidence by experiencing success and challenges
 learn to control their emotions, reduce impulsive behaviour, or reduce stress as
they act out feelings and events that might be worrying them
 develop empathy and fairness as they learn to play alongside and with other
children.

Cognitive development - when your child plays individually and with others their
cognitive skills, such as thinking, remembering, learning and paying attention are all
being developed. Children develop the following cognitive skills through play:

 problem solving
 the power of imagination and creativity
 concepts such as shapes, colours, measurement, counting and letter recognition
 strengths such as concentration, persistence and resilience.

Literacy and numeracy development - play requires thinking, language, interactions,

curiosity and exploration. Through play children develop skills and understandings
including:

 an increased understanding of words and their use

 listening and speaking skills
 writing skills through scribbling, painting and drawing
 learning how stories work (plot, characters, structure, purpose and format of words
on a page)
 learning that objects can stand for something else (a block can be a symbol for a
telephone) which is foundation learning for formal reading, spelling and numeracy
because letters, words or numerals are part of symbol systems
  learning that letters, words, symbols, numerals and signs have a purpose and are
meaningful to others.

What does a play-based approach to learning look like?

Educators at early childhood education and care services use a wide range of play
based experiences for children’s learning and development rather than using structured
‘lessons’ or formal teaching experiences. They set up games indoors and outdoors that
are age appropriate, which can be played safely and enjoyably by every child.
Educators encourage children’s learning through play by:

 providing resources that reflect children’s ages, interests, knowledge, strengths,

abilities and culture to stimulate and support play. Resources which allow open
ended use of items like blocks or cardboards boxes foster creativity and the ability
to manipulate concepts mentally as children. For example, turn a box into a car.
 planning play experiences based on the assessment of children’s individual
differences, interests, developmental needs and ability. For example, as a child
learns to hold a pencil to draw and write, educators will give children different sized
objects to grasp, and to build strength in the child’s fingers.
 observing children as they play so that they can understand how they play with
other children, what skills and understanding they demonstrate in play and what
activities can strengthen their skills in play.
 joining in children’s play to extend the child’s learning and to model skills such as
reasoning, appropriate language, and positive behaviours.
 providing large blocks of unhurried and uninterrupted time for play for children’s
ideas and games to develop.

How can you contribute to your child’s learning through play?

Children’s success as learners depends on strong foundations developed from infancy.
Play based learning fosters critical skills, understanding and dispositions which are
essential for your child’s lifelong learning and wellbeing. You can encourage your child’s
learning through by:

 sharing information about your child’s interests and abilities with their educators so
that they can plan play experiences for your child based on their interests and
abilities
 playing with your child
 discussing your child’s program with the educators at your child’s service, and the
activities your child enjoys playing and taking part in
 advocating for safe and interesting play spaces in your local community.

What is play and why is it important for learning?

https://theeducationhub.org.nz/what-is-play-and-why-is-it-important-for-learning/

What is play?
Play is multi-faceted, complex and dynamic, eluding easy definition. It is usually felt to
be a universal activity and children are often portrayed as having an inherent desire and
capacity to play.

Play has been defined as an activity that is:

 characterised by engagement and engagement, with high levels of

involvement, engrossment and intrinsic motivation
 imaginative, creative, and non-literal
 voluntary or freely chosen, personally directed (often child-initiated) and free
from externally imposed rules
  fluid and active but also guided by mental rules and high levels of
metacognition and metacommunication (communication about
communication) which give it structure
 process-driven rather than product-driven, with no extrinsic goals
Play can take different forms, with common categories that can and do overlap within
an given episode of play. These include exploratory play with objects, physical play,
pretend, fantasy or dramatic play, games and puzzles and other play involving explicit
rules, constructive play (including artistic and musical play), language play (play with
words and other features of language such as rhyme) and outdoor play.

Play can also be categorised in relation to the relative amount of power and control
afforded to the players:

 Free or ‘pure’ play: Children have all the control, and adults are passive
observers
 Guided play: Teacher-child collaboration, with the child’s interests
foregrounded
 Playful teaching: The teacher is in charge
These three kinds of play are associated with different outcomes and are relevant to
teachers in determining the kinds of play, or combinations of kinds of play, to offer
within school and early childhood settings.

What is free play?

Free play is child-initiated and child-directed. Children choose their activities and focus,
enabling unconstrained freedom of expression and open-ended interactions with their
environment. Play is initiated, sustained and developed by children, free of adult
influence, although this does mean that it focuses on ideas, content and language that
are already familiar and known to children. Some researchers question the extent to
which free play is truly free, as children’s choices about what, how, where and with
whom to play may be influenced by the play environment and its associated rules and
boundaries (which are controlled by adults), and the choices of others about what to
play. Gender, ethnicity, social class and disability may also affect their patterns of
participation.

What is guided play?

Guided play (also called ‘scaffolded play’ or ‘mutually directed’ play) is child-centred
and goal-directed. Guided play invites children’s active engagement, free exploration
and direction of play, but also has clear learning goals so that play behaviours are
limited in useful ways and distraction is reduced. Children’s initiatives, reflections,
choices, and creativity are important as a context for teachers to extend children’s
knowledge, understanding and skills. They allow teachers to naturally integrate desired
learning outcomes with children’s play and infuse play with new and unfamiliar content
and ideas. Teachers are sensitive and responsive to children’s interests and interactions
while maintaining a focus on learning goals through deliberate, purposeful,
and intentional teaching strategies. These might include commenting on discoveries,
offering feedback, demonstrating use of equipment, reinforcing specific vocabulary or
helping the child explore new strategies for problem-solving, within the context of the
activities that children are constructing.

Teachers also initiate and co-construct play with children. They might design a learning
activity that incorporates a child’s specific interest, or choose themes and contexts for
dramatic play that is based on children’s interests or significant events and links to
specific learning objectives. Teachers and children collaboratively design the context of
the play, including the theme and its resources, and then children develop their play
within the rules and actions of that context.
What is teacher-directed play?
Teacher-directed play involves teacher-determined activities, outcomes and modes of
engagement. Teachers use a playful, engaging manner to develop children’s academic
skills and knowledge, focusing on playful learning processes, fun and enjoyment, and
the use and development of children’s creativity to invite children’s active engagement.
However, unlike free and guided play, teachers retain tight control over what occurs,
outlining specific rules of play for children to follow, specifying how children are
expected to engage in the activities, and generally structuring activities within a given
time frame to ensure specific learning outcomes.

The development of play

During early childhood, children’s play becomes increasingly complex, involving high
levels of organisation and requiring increasingly sophisticated social, physical and
cognitive skills. Although all children engage in a range of different play types, some are
more prevalent at different ages. Infants and toddlers engage in exploratory and social
play (such as ‘peek-a-boo’). Exploration precedes play, and is a time of gathering
information and discovering the properties and attributes of an object, situation or idea.
Toddlers develop ‘functional play’ involving the repetition of particular physical actions
and early pretend play.

With the development of imagination, older children engage in constructive play,

pretend play and language play. They demonstrate increasing problem-solving skills,
language, and collaboration, and show increased attention to processes, structures, and
outcomes. They are highly intentional in their activity, and better able to combine and
use materials in more complex ways. Sociodramatic play, involving cooperation and the
coordination of play between two or more children, usually begins when children are 4
or 5 years old, and is cognitively demanding as children simultaneously hold in mind
what they have negotiated for their role and character, the other children’s characters
and what has been agreed as the plot, as well as what different objects represent.

Does play lead to effective learning?

Research into the effectiveness of play for supporting children’s learning is complex,
given contrasting definitions and conceptualisations of play and its different types, the
overlap between play types, and outside influences on play such as the environment or
structuring and involvement of adults. Play is a complex activity with many integrated
dimensions that each have a potential impact on children’s outcomes, making it difficult
to separate out play as an influence on learning. Play may include particular kinds of
adult interactions, or engage children in specific content, and it may be these features
of children’s play that are responsible for learning gains, rather than play itself.

The current research does not make it possible to determine whether play is crucial to
development, whether it is merely one way to promote development alongside others
which may work as well or even better, or whether play is a byproduct of other
capacities that are the actual source of children’s learning and development, such as
social intelligence or language skill. Many studies of the impact of play on learning are
found to have methodological weaknesses and there is a lack of replication of findings
between studies that have small and relatively homogeneous samples. Some of the
research findings directly conflict each other, and lead to opposing recommendations
for practice.

However, much of the research concludes that play is a powerful learning mode and
central to children’s learning. Play integrates children’s experiences, knowledge and
representations in order to help them create meaning and sense and to understand the
world. Pretending requires children to think of things that are not actually present, a skill
required in many learning and life situations. The impact of play is multifaceted,
supporting cognitive, emotional, social and physical development including:
  Benefits for well-being, including higher self-efficacy, higher expectations for
one’s success, intrinsic motivation, and positive attitudes towards the early
childhood setting or school.
 Academic/cognitive benefits: play supports exploratory skills and discovery,
the use of abstract thought and symbols, communication and oral language
skills, verbal intelligence, imagination and creativity, and reading, writing and
mathematics. Play also encourages important learning dispositions,
engagement and participation and the integration of different cognitive
processes. Play develops self-regulatory executive function skills (such as
controlling attention, suppressing impulses, flexibly redirecting thought and
behaviour, and holding and using information in working memory),
metacognitive skills and problem-solving.
 Social and emotional benefits including social skills such as making friends,
empathy, expressing emotion, and conflict resolution. Play can also build
resilience.
 Physical benefits in terms of the development of large and small body
muscles and motor skills, while the physicality of play is associated with
improved cognitive function, behavioural and cognitive control, and academic
achievement.
Is one kind of play pedagogy more clearly linked to positive outcomes?
Both free play and more guided and directed approaches are found to foster
achievement. In general, research that focuses on developmental outcomes finds free
play significant, whereas research that focuses on academic outcomes finds guided
and teacher-directed play more effective. However, some research comparing play-
based approaches finds no significant difference in children’s learning through free play,
guided play and teacher-directed play.

Free play has been found to support a number of more general learning outcomes. It
supports:

 socioemotional development, particularly self-regulation, and social skills

 creativity and imagination
 problem-solving and persistence
 engagement in literacy activities (where literacy materials are embedded in
play scenarios and environments)
 general cognitive development (through activities such as planning, problem-
solving and comprehension)
Free play may be less useful for learning content, developing key concepts, or for
supporting children to focus on important dimensions of new learning. Free play can
vary in quality, lack challenge and limit learning opportunities. The research suggests
that free play, while still important for a range of less measurable outcomes, is best
complemented by high quality scaffolded and guided play in which teachers are
involved.

Research indicates that guided discovery approaches are more effective than free or
unassisted play for supporting more specific learning outcomes. Guided play is found to

 better support science learning, and language, literacy and mathematics

outcomes
 improve vocabulary and support greater engagement in social interactions
 foster literacy and mathematics skills and general learning of content
 support higher levels of creative and flexible exploration and more effective
problem-solving
  improve self-regulation skills such as inhibitory control and cognitive flexibility
Teacher-directed play in the form of carefully designed and challenging activities that
include free choice, practical and intrinsically motivating tasks, and peer interactions is
consistently associated with positive outcomes. Research reports that teacher-directed
play:

 supports literacy skills, mathematics and general academic learning

 improves children’s mathematical learning gains (with greater gains for
children learning through card and board games than children experiencing
more formal training)
 increases children’s affect and engagement through the addition of a play
component to learning experiences
Overall, child-centred and playful learning approaches are more likely to foster
academic improvements that are sustained than traditional, formal approaches, but
some research finds that children are more likely to learn content in teacher-led
contexts. It is important to consider the information and skills to be learned when
determining the most effective approach for learning through play.

A note of caution: Critical views on the use of play pedagogies

While there is much rhetoric around the importance of play for young children’s learning,
in these discourses play can sometimes be romanticised, while descriptions of play in
curriculum documents can be reductive and fail to acknowledge the complexity of
children’s play experiences.

Some researchers critique the elevated status of play as a pedagogy for learning. They
argue that:

 Learning can be supported in diverse ways, and play need not form the only
catalyst for learning. Play is a cultural phenomena that is highly dependent on
adult mediation and engagement. Where adults encourage pretending and
other playful forms, children engage in these behaviours, but in other contexts
where pretending and play are not encouraged, children learn in other ways,
such as through real life tasks, storytelling, and organised games.
 Children’s play repertoires and experiences vary, and richly resourced, free
play environments that reflect Western perspectives on play may not resonate
with culturally diverse families. Children may be disadvantaged by approaches
that emphasise independence, self management and free choice if these are
inconsistent with home expectations, or if they have limited prior experience
of play themes or the complex social processes required.
 Children may not be able to express their interests and needs through play
activities. The freedom to choose may offer some children an advantage over
others.
 Play is not value-neutral. Because of the unequal power relations between
teachers and children, play can never be ‘free’. The use of play as pedagogy
for the early years privileges particular (Western) constructs about children
and ways of learning, in terms of ideas about appropriate play, which are then
used to regulate children’s behaviour. In these ways play reinforces children’s
positioning within social hierarchies including those of gender and race.
 Play can be cruel, involving teasing, pranks and playing tricks. It can also be
characterised by self-interest, and exploitation and manipulation of situations,
which is another way in which some children can experience loss of agency.

Play
https://www.child-encyclopedia.com/play
Play is a legitimate right of childhood, representing a crucial aspect of children’s
physical, intellectual and social development. This topic will help you understand the
benefits of play and why it should be an integral part of young children’s education.

How important is it?

Play is a spontaneous, voluntary, pleasurable and flexible activity involving a

combination of body, object, symbol use and relationships. In contrast to games, play
behaviour is more disorganized, and is typically done for its own sake (i.e., the process
is more important than any goals or end points). Recognized as a universal
phenomenon, play is a legitimate right of childhood and should be part of all children’s
life. Between 3% to 20% of young children’s time and energy is spent in play, and more
so in non-impoverished environment. Although play is an important arena in children’s
life associated with immediate, short-term and long-term term benefits, cultural factors
influence children’s opportunities for free play in different ways. Over the last decade,
there has been on-going reduction of playtime in favour of educational instructions,
especially in modern and urban societies. Furthermore, parental concerns about safety
sometimes limit children’s opportunities to engage in playful and creative activities.
Along the same lines, the increase of commercial toys and technological developments
by the toy industry has fostered more sedentary and less healthy play behaviours in
children. Yet, play is essential to young children’s education and should not be abruptly
minimized and segregated from learning. Not only play helps children develop pre-
literacy skills, problem solving skills and concentration, but it also generates social
learning experiences, and helps children to express possible stresses and problems.

What do we know?

Throughout the preschool years, young children engage in different forms of play,
including social, parallel, object, sociodramatic and locomotor play. The frequency and
type of play vary according to children’s age, cognitive maturity, physical development,
as well as the cultural context. For example, children with physical, intellectual, and/or
language disabilities engage in play behaviours, yet they may experience delays in
some forms of play and require more parental supervision than typically developing
children.

Social play is usually the first form of play observed in young children. Social play is
characterized by playful interactions with parents (up to age 2) and/or other children
(from two years onwards). In spite of being around other children of their age, children
between 2 to 3 years old commonly play next to each other without much interaction
(i.e., parallel play). As their cognitive skills develop, including their ability to imagine,
imitate and understand other’s beliefs and intents, children start to engage in
sociodramatic play. While interacting with with same-age peers, children develops
narrative thinking, problem-solving skills (e.g., when negotiating roles), and a general
understanding of the building blocks of story. Around the same time, physical/locomotor
play also increases in frequency. Although locomotor play typically includes running and
climbing, play fighting is common, especially amongst boys age three to six. In contrast
to the popular belief, play fighting lacks intent to harm either emotionally or physically
even though it can look like real fighting. In fact, during the primary school years, only
about 1% of play-fighting turn into serious physical aggressions. Nevertheless, the
effects of such play are of special concern among children who display antisocial
behaviour and less empathic understanding, and therefore supervision is warranted.

In addition, to vary according to child’s factors, the frequency, type and play area are
influenced by the cultural context. While there are universal features of play across
cultures (e.g., traditional games and activities and gender-based play preferences),
differences also exist. For instance, children who live in rural areas typically engage in
more free play and have access to larger spaces for playing. In contrast, adult
supervision in children’s play is more frequent in urban areas due to safety concerns.
Along the same lines, cultures value and react differently to play. Some adults refrain
from engaging in play as it represents a spontaneous activity for children while others
promote the importance of structuring play to foster children’s cognitive, social and
emotional development.
According to proponents of play pedagogy, there are specific skills and knowledge
children should be supported in developing, and therefore play needs to be goal
directed to some extent. Playworlds is an example of educational practice in which
children and adults interpret a text from children’s literature through visual and plastic
arts, pretend play, and oral narration. These highly engaging activities foster children’s
literacy skills and interests in books and reading without imposing adult authority and
hierarchy.

What can be done?

If play is associated with children’s academic and social development, teachers, parents
and therapists are encouraged to develop knowledge about the different techniques to
help children develop their play-related skills. However, in order to come up with best
practices, further research on the examination of high-quality play is warranted.

From the available literature on play, it is recommended to create play environments to

stimulate and foster children’s learning. Depending on the type of play, researchers
suggest providing toys that enhance children’s:

 motor coordination (e.g., challenging forms of climbing structure);

 creativity (e.g., building blocks, paint, clay, play dough);
 mathematic skills (e.g., board games “Chutes and Ladders” - estimation,
counting and numeral identification);
 language and reading skills (e.g., plastic letters, rhyming games, making
shopping lists, bedtime story books, toys for pretending).

Other recommendations have been suggested in order to enhance literacy skills in

children. Researchers suggest that setting up literacy-rich environments, such as a “real
restaurant” with tables, menus, name-tags, pencils and notepads, are effective to
increase children’s potential in early literacy development. Educators are also
encouraged to adopt a whole child approach that targets not only literacy learning but
also the child’s creativity, imagination, persistence and positive attitudes in reading.
Teachers and educators should also make a parallel between what can be learned from
playful activities and academic curriculum in order for children to understand that play
allows them to practice and reinforce what is learned in class. However, educators
should ensure that a curriculum based on playful learning includes activities that are
perceived as playful by children themselves rather than only by the teachers. Most
experts agree that a balanced approach consisting of periods of free play and
structured/guided play should be favoured. Indeed, adults are encouraged to give
children space during playtime to enable the development of self-expression and
independence in children with and without disabilities. Lastly, parents of children with
socio-emotional difficulties are encouraged to receive play therapy training (filial play
therapy) to develop empathic understanding and responsive involvement during
playtime.

Learning through play (early childhood development)

https://theirworld.org/explainers/learning-through-play-early-childhood-development
What is learning through play?

Play is an important part of a child’s early development. Playing helps young children’s
brains to develop and for their language and communication skills to mature.

Simple games of peek-a-boo, shaking a rattle or singing a song are much more
important than just a way to pass the time. They teach young children about
communication, develop their motor skills and help with problem-solving.

Something as easy as stacking and knocking over blocks allows toddlers to discover
maths and science concepts, including shapes, gravity, balance and counting.
These early childhood games are vital to laying the foundations for formal education. In
most cases learning through starts with parents or carers engaging with, playing with
and responding to the child.

Why does it matter?

The first years of life shape a child’s future into adulthood. This is when the most
significant brain development happens, particularly in the first two years of life. Lack of
play and communication, known as "under-stimulation", can have long-term negative
consequences on a child’s learning and physical and mental health.

Roughly 80% of brain development is completed by age three and 90 % by age five. This
means a child cannot wait for primary school for learning to begin.

These early childhood games are vital to laying the foundations for formal education.
However, in poor families, where parents may work long hours and are struggling just to
feed their families, access to appropriate toys and the ability to make time for play can
be limited.

In a study in Jamaica, poor toddlers with stunted growth were visited once a week for
an hour by trained health workers, who engaged in learning through play and worked
with their mothers to support and encourage this play. Twenty years later, the
programme is shown to have benefitted the participants and reduced inequality in later
life. They did better in school, had better social skills and were less likely to commit
crimes. Their income was also an average of 25% higher than children who did not get
the learning through play intervention.

↑What can we do?

It’s important to recognise the crucial role that play has in early childhood development.
Support for play must be built into early childhood development programmes. For
example, health workers can be trained to engage with a child while giving a vaccine or
checkup and offer parents information about the benefits of play.

Support is critical to help parents and carers understand how important play is for
young children and to give them ideas about how to work with what they have. For
example, simple household items such as cups and spoons can serve as toys.

Importance of Play in Early Childhood (9 Benefits & Infographic)

https://www.parentingforbrain.com/benefits-play-learning-activities-early-childhood/
In this article, we will look at nine amazing benefits of play in child development. We will
also review research results that highlight the importance of play.

Importance Of Play In Child Development

Many parents intuitively know why play is important to children, but despite its many
benefits, we rarely associate play with learning.

For most people, learning involves acquiring a specific new skill, such as memorizing
alphabets, counting, writing, etc. They often believe that playing is only for fun and
involves no actual learning.

However, according to studies, playing is learning. Children learn through playing.

The importance of play in early childhood cannot be underestimated because playing is
essential to a child’s growth.

9 Benefits Of Play
1. STIMULATE EARLY BRAIN DEVELOPMENT

Playing can promote a child’s brain development in many ways, including providing
crucial life experiences to set the grounds for brain growth​1​.

Infant brains are equipped with an overabundance of brain cell connections (synapses).
Synapse overproduction allows information captured from the early years to build a
foundation for the brain.

An environment enriched with play, sensory play and play materials provides the perfect
life experiences to build that foundation. If those experiences are absent, the related
synapses will be lost.

Neuroscientists discovered that enrichment such as toys, games, and playing can alter
a brain’s chemistry and physiology. The brain area associated with higher cognitive
processing (the cerebral cortex) can benefit from environmental enrichment and play
more than other parts of the brain​2​.

2. IMPROVE INTELLIGENCE

Early playing is also found to be associated with higher intelligence later in life.

One study by the University of Arkansas shows that regularly offering toys to infants to
play with leads to higher IQ by age three​3​. Later, psychologist Edward Fisher analyzed
46 studies done on play. He found that playing could enhance a child’s cognitive,
linguistics, and social development​4,5​.

3. SPARK CREATIVE THINKING

Perhaps the most obvious benefit of playing is that it increases a child’s creativity.

Creativity is closely tied to divergent thinking, which explores many possible solutions
and typically generates creative ideas. Many studies have found that playing is highly
associated with divergent thinking.

To test this association in a study, researchers randomly assigned 52 children, aged six
to seven, to two activities. In the first activity, the children copied text from a chalkboard.
In the second, the children played with salt-dough​6​.

Later, all the children were asked to perform a creative project. A panel of ten judges
found that the projects created by the children in the salt-dough group had higher
creative qualities than those in the other group.

Other studies have also associated free play, especially pretend-play, with significant
improvement in divergent thinking​7,8​.
Free play is unstructured play that encourages children to explore and design their own
games​9​. Pretend play requires a child to imagine scenarios and then act them out. The
freedom of these types of playing allows children to be creative​10,11​.

Imagination fuels creativity and some studies have also found that creative adolescents
tend to have had imaginary friends in childhood​12​.

4. IMPROVE COMMUNICATION, VOCABULARY, AND LANGUAGE

The link between early play and later communication skills is evident in research, too.

One study sought to understand whether communication could benefit from play.
Researchers observed what happened when an infant began playing with a toy. They
found that if the mother responded by manipulating and naming the toys, the baby –
when tested three months later – would have better language skills​13​.
Another study, conducted by the University of Georgia, observed sixty-five
kindergartners in their classrooms over four weeks. The presence of play, especially
pretend play, was found to predict performance in pre-reading, language, and writing​14​.
Pretend-play is especially beneficial because it allows young children to practice their
vocabulary when they speak and try to understand others. During social play, they often
reciprocate each other’s words and actions to reach agreements​15​.

5. PROMOTE IMPULSE CONTROL AND EMOTION REGULATION

Self-regulation is one of the most essential skills for school readiness. Well-regulated
children can wait for a turn, resist the temptation to grab objects from other children,
control negative emotions, and persist through challenging activities.

In a New Zealand study, psychologists examined how children handled negative events
during pretend plays. They found that children who had more pretend-plays with their
caregivers were better at regulating their emotions to continue playing​16,17​.
Emotion regulation is not only essential for academic success, but it can also predict a
child’s social success​18​. In preschool, children who exhibit better emotional control are
more likable and socially competent​19​.

6. GROW SOCIAL COMPETENCE AND EMPATHY

Playing is crucial in enhancing social development in children. Unstructured active play

with others – including parents, siblings, and peers – is a significant opportunity to
cultivate social skills. While playing, the act of pretending as well as negotiating with
peers enhances children’s social skills​20​.

Playing also provides opportunities for children to learn social interaction. While playing
together, children learn to cooperate, follow the rules, develop self-control, and
generally get along with other people.

Psychologists found that the amount and complexity of fantasy play by preschoolers
significantly predicted their social skills and popularity, as well as their positive social
activity​21​.

Playful children tend to be happier, better adjusted, more co-operative, and more
popular with their peers than those who play less.
Children who play more also develop more empathy, another essential element that
advances social skills. Such children grow to have a better understanding of other
people’s feelings and beliefs.

7. BETTER PHYSICAL AND MENTAL HEALTH

We already know that play promotes emotion regulation, which is vital for a child’s
resilience and mental health.

Playing that involves physical activities promotes motor skills, strength, and endurance,
which benefits physical health.

8. TEACH LIFE LESSONS

Play helps children develop the ability to solve problems.

When children act out life’s problems when pretend-playing, it helps them cope with the
struggles in their own ways. It also provides a safe opportunity for children to rehearse
skills and future social roles.

When children try out various roles, they learn to take on different perspectives, which
will further assist them in abstract thinking​22​.

9. STRENGTHEN RELATIONSHIP WITH CARETAKERS AND PEERS

Parents who play with their children form a stronger bond with them. Even a simple
game like peekaboo can become a special bonding moment for both parents and
children. These interactions provide positive life experiences that stimulate children’s
brain development.

Last but not least, happy, playful moments are some of the most precious gifts we can
give our children.

Final Thoughts on Play

Because play is imperative in a child’s development, play-based preschools may
provide a better learning environment than other alternatives​23​. When choosing a
preschool, parents should pay attention to how classes are conducted, whether the
“play to learn” approach is used, and how much free-play is allowed. Creating
a Montessori home is also a good alternative.

10 Things Every Parent Should Know About Play

https://www.naeyc.org/our-work/families/10-things-every-parent-play

By: Laurel Bongiorno

1. Children learn through their play.

Don’t underestimate the value of play. Children learn and develop:

cognitive skills – like math and problem solving in a pretend grocery store
physical abilities – like balancing blocks and running on the playground
new vocabulary – like the words they need to play with toy dinosaurs
social skills – like playing together in a pretend car wash
literacy skills – like creating a menu for a pretend restaurant
2. Play is healthy.
Play helps children grow strong and healthy. It also counteracts obesity issues facing
many children today.

3. Play reduces stress.

Play helps your children grow emotionally. It is joyful and provides an outlet for anxiety
and stress.

4. Play is more than meets the eye.

Play is simple and complex. There are many types of play: symbolic, sociodramatic,
functional, and games with rules-–to name just a few. Researchers study play’s many
aspects: how children learn through play, how outdoor play impacts children’s health,
the effects of screen time on play, to the need for recess in the school day.

5. Make time for play.

As parents, you are the biggest supporters of your children’s learning. You can make
sure they have as much time to play as possible during the day to promote cognitive,
language, physical, social, and emotional development.

6. Play and learning go hand-in-hand.

They are not separate activities. They are intertwined. Think about them as a science
lecture with a lab. Play is the child’s lab.

7. Play outside.
Remember your own outdoor experiences of building forts, playing on the beach,
sledding in the winter, or playing with other children in the neighborhood. Make sure
your children create outdoor memories too.

8. There’s a lot to learn about play.

There’s a lot written on children and play. Here are some NAEYC articles and books
about play. David Elkind’s The Power of Play (Da Capo, 2007 reprint) is also a great
resource.

9. Trust your own playful instincts.

Remember as a child how play just came naturally? Give your children time for play and
see all that they are capable of when given the opportunity.

10. Play is a child’s context for learning.

Children practice and reinforce their learning in multiple areas during play. It gives them
a place and a time for learning that cannot be achieved through completing a
worksheet. For example, in playing restaurant, children write and draw menus, set
prices, take orders, and make out checks. Play provides rich learning opportunities and
leads to children’s success and self-esteem.

THE BENEFITS OF PLAY FOR A CHILD’S DEVELOPMENT

https://www.brighthorizons.com/family-resources/benefits-play-child-development
Play helps children understand the world and discover how their bodies work. Explore
the benefits of play and find out how to encourage rich playtime experiences.
For thousands of years, play has been a childhood tradition. Unregulated and
unstructured, it has passed from generation to generation. Even during periods of
immense challenge, such as the Great Depression and World War II Nazi Germany,
children found ways to be playful, writes psychologist and researcher Joe L. Frost in “A
History of Children’s Play and Play Environments.” But he warns that in the face of too
many structured activities, loss of outdoor areas, excessive screen time, and increased
academic pressure, this age-old tradition is fading.
“Now, for the first time in history,” he writes, “the children of entire industrialized nations,
especially American children, are losing their natural outdoor grounds for play and
forgetting how to engage in free, spontaneous … play. The consequences are
profound.”
THE BENEFITS OF PLAY
"Play is something done for its own sake," says psychiatrist Stuart Brown, author of
“Play,” He writes: “It’s voluntary, it’s pleasurable, it offers a sense of engagement, it
takes you out of time. And the act itself is more important than the outcome.”
With this definition in mind, it’s easy to recognize play’s potential benefits. Play nurtures
relationships with oneself and others. It relieves stress and increases happiness. It
builds feelings of empathy, creativity, and collaboration. It supports the growth of
sturdiness and grit. When children are deprived of opportunities for play, their
development can be significantly impaired.
Play is so important that NAEYC has called it a central component in developmentally
appropriate practice, and the United Nations High Commission on Human
Rights declared it a fundamental right of every child. Play is not frivolous. It is not
something to do after the “real work” is done. Play is the real work of childhood.
Through it, children have their best chance for becoming whole, happy adults.

WHAT CHILDREN LEARN THROUGH PLAY

We believe that play is the primary vehicle for optimal growth in childhood. Below are
just some of the ways children learn through play:

 When children play, they are developing skills in all areas of development:
cognitive, physical, communication, and social/emotional. They practice and
reinforce these skills in a way that can’t be achieved through worksheets or
screen time.
 Play promotes healthy habits by actively engaging children in the world around
them. This counteracts issues many children face today, such as childhood
obesity.
 Play is a natural stress reliever, and an outlet that allows children to work
through their anxiety and fears.
 Play allows children to test out new ideas and make connections between their
previous experiences and their active investigations.
 Children make their own decisions during play; they begin to make connections
between their choices and the natural consequences of those choices.
 Play supports the development of self-control which is critical for success later in
life. Children play because they have a deep desire to understand the world. Play
allows opportunities for them to regulate their feelings, delay gratification, and
negotiate with others, all important aspects of developing self-control, a 21st
century skill.
 The spontaneity of play promotes risk-taking as children interact with materials
and their environment. The sense of the unknown helps children develop mental
flexibility and executive function.
 Play helps children develop mindfulness as well as feel safe and secure to try
new ideas and experiment. As children become engrossed in play, they suspend
awareness of time and space, becoming fully present in the task at hand.

PARENTING TIPS FOR ENCOURAGING RICH PLAY

Children need open-ended, unscheduled times to explore and discover.
Learning happens most effectively with open-ended materials that can be used in
multiple ways to nurture creativity in children. Try hands-on materials like blocks, sand,
water, dirt, child-sized wheelbarrows, small shovels, ramps, balls, and so on.
Sometimes the purpose of the object for children’s play is clear (like a doll is for holding
and pretending to be a parent). Sometimes the purpose of the object for play time only
becomes clear in the child's creative hands—a stick could become a magic wand, the
pole for a flag, something to stir with, or a pointer to show which way to go.

Child’s play time can be enhanced by the presence of a caring adult.

Set aside an hour as often as you can each week to spend some quality play time with
your child and do exactly what he or she wants to do. Your child leads the play time and
you follow. That means if your child wants you to sit in the sandbox with her, you do it.
Or if he wants you to play the baby and he plays the mommy, you do it. Your presence
enables another level of meaningful play to happen. Your child may use your attention
to figure out a tough situation with a friend, re-enact a doctor’s visit, or try something
new and challenging, like walking on a balance beam.
You may also want to help guide your child’s play while on a play date or at the
playground. Of course we all want our children to move in the direction of associative
and cooperative play, but that takes time. You can coach your child, “I see you looking
at Aiden. Shall we go over and ask if he’d like to climb with us?”
Children’s play is a rich opportunity for your child’s development, like learning new
concepts and how to interact with others. Adults can follow a child’s lead or offer gentle
guidance, but play is at its richest when children are in charge.

TEACH. PLAY. LOVE. EPISODE 4: SAY YES TO PLAY

On this episode, Rachel Robertson, Bright Horizons education and development vice
president, and new mom Amanda, discuss the importance of play. Find out why play is
the key to healthy child development—and get new ideas you can use to engage your
child in playful ways throughout the day.

MORE ON THE BENEFITS OF PLAY FOR A CHILD’S DEVELOPMENT

 Learn about and listen to more episodes of the “Teach. Play. Love.” podcast.
 Play dates can help build self-esteem, confidence and social skills in children.
Learn how.
 Get tips, strategies and ideas for hosting a play date for children with special
needs.
 Different types of play time benefits children—find out the importance of pretend
play in child development.
 Discover some creative toddler play room ideas to create an organized and fun
play space for your child.
 Parents can take extra steps to make sure that children play & interact well with
other kids. Remember to help kids develop skills to respond to and prevent
bullying during play time.

Key Aspects of Play in Early Education

https://www.edutopia.org/article/key-aspects-play-early-education

Some important considerations for integrating play in early childhood learning

environments.

By Amanda Armstrong

With the publication of the American Academy of Pediatrics’ recent report The
Power of Play, early childhood educators may be more eager to include play in
young children’s experiences due to its cognitive and social and emotional
benefits. While the report targets pediatricians, it provides research about how
play benefits children’s learning, peer engagement, physical growth, and
health, and offers insight into how play can be integrated into early childhood
programs.

The report has encouraged me reflect on foundational points that guide my

approach to play in early childhood. My education, experiences with young
children, and upbringing in a family of teachers have influenced how I view
play as a way for children build and show their understanding and knowledge
of their world. For example, though I had toys, I was also encouraged to use
some household items creatively—like making a “home” out of cardboard
boxes with my cousins—and I pretended to be one of the X-Men with my
siblings and cousins after watching the animated series.

These foundational experiences have allowed me to grasp the significant role

of play in children’s upbringing and were a resource for me as I learned about
the significance of play in my graduate program and my experiences with
young children. At the same time, my education and experiences have also
helped me understand that play is dynamic and looks different in different
circumstances—there’s no single right way to play.

IDEAS FOR INTEGRATING PLAY IN EARLY EDUCATION

There are several key aspects of play that ground my thinking on play in early
childhood education.

Recognize your lens of play. As educators, our beliefs and values play a role in
the type of educational environment we foster, and our experiences and culture
influence how we think about play and how we nurture play in our classroom
setting.

These factors influence a range of choices we make: whether we designate

areas for play, how children interact and communicate, and the materials and
choices we make available to children. For instance, a teacher may see play
as belonging on the playground during recess or as an essential component to
children’s learning.

I see play as a valuable experience for children starting in the early years and
progressing to later ages. This perspective was largely influenced by Vivian
Paley, who has noted that fantasy and dramatic play are “the glue that binds
together all other pursuits,” contributing to children’s academic learning, artistic
interests, and social development, as well as providing a way for children
to process their understanding of the world.

These forms of play can occur in many different areas of an early childhood
setting—the block area, sensory stations, or a specific area set up for dramatic
play. The idea is that while children do play on the playground, it’s also
beneficial when play occurs throughout the day at other times in the program.

Resist the urge to do play one way. What play looks like will differ among
children and their communities. Children may be accustomed to pretending to
be superheroes, reenacting everyday scenarios, or playing through games or
jokes. Additionally, children may embed elements of their culture in their play,
revealing family beliefs and aspects of the language spoken at home or within
their cultural community.
Children’s playmates vary by culture and may include parents and other family
members of different ages, and peers their age. Therefore, some children may
be inclined to play with educators, seeing them as collaborators in the
experience, while others may not. Children may interact with us in different
ways than we are accustomed to.

Taking into account the role of culture in play has helped me become open-
minded to seeing how play manifests in children as well as how families view
play. It also helped me think about the play experiences I offer—child-initiated,
adult-facilitated, etc. By noticing these details, I’m able to create spaces that
are more supportive of varieties of play; I may have children recreate roles
from a story, or set up an area as a restaurant or hospital to foster dramatic
and sociodramatic play with props, or make a game station with board and card
games.

Have a variety of materials to support children’s play. Having diverse play

materials will help enrich your environment. Stories from books can be used to
encourage play during center time, and placing combinations of different
objects throughout the room can stimulate children’s creativity. Offering a
range of materials—a variety of shapes and sizes of blocks, dolls and hand
puppets, items from nature—increases the potential of exposing children to
things they haven’t experienced before.

It’s also important to consider how all children in the setting can access these
materials—ensuring that they’re visible, reachable, and identifiable for all
learners creates a supportive and inclusive environment.

I still have experiences where the children’s familial or cultural attitudes about
play conflict with my beliefs and approach, and occasions when colleagues and
I differ in perspective. This is where communication becomes essential—we
just need to remember that we’re all trying to do our best to support the
children.

Having clarity about who I am as an educator and researcher and an

understanding of concepts that ground my thinking helps me make intentional
choices about play and its integration so that I’m both supporting children’s
growth and being aware there’s no one-size-fits-all approach to play.

How Kids Learn to Play: 6 Stages of Play Development

https://pathways.org/kids-learn-play-6-stages-play-development/

Play is all about having fun! Any activity, organized or unstructured, your child finds
fun and enjoyable is considered play. But play is much more than just a fun
activity for your child! As a child grows they go through different stages of play
development.

While playing, children learn and develop

important skills they will continue to use
throughout their lifetime. Problem solving,
creativity, and willingness to take risks are just a
few of the skills developed through play.
Is your child under 2 years old? Enter your baby’s
birthday to get weekly activities to help meet
developmental milestones.
Children who use their imagination and ‘play
pretend’ in safe environments are able to learn
about their emotions, what interests them, and
how to adapt to situations. When children play with
each other, they are given the opportunity to learn how to interact with others and
behave in various social situations. Learn more about your child’s social-emotional
development.

Be sure to give your child plenty of time and space to play. There are 6 stages of
play during early childhood, all of which are important for your child’s development.
All of the stages of play involve exploring, being creative, and having fun. This list
explains how children’s play changes by age as they grow and develop social skills.
Unoccupied Play (Birth-3 Months)
At this stage baby is just making a lot of movements with their arms, legs, hands,
feet, etc. They are learning about and discovering how their body moves.
Solitary Play (Birth-2 Years)
This is the stage when a child plays alone. They are not interested in playing with
others quite yet.
Spectator/Onlooker Behavior (2 Years)
During this stage a child begins to watch other children playing but does not play
with them.
Parallel Play (2+ Years)
When a child plays alongside or near
others but does not play with them this
stage is referred to as parallel play.
Associate Play (3-4 Years)
When a child starts to interact with
others during play, but there is not a
large amount of interaction at this stage.
A child might be doing an activity related
to the kids around him, but might not
actually be interacting with another child. For example, kids might all be playing on
the same piece of playground equipment but all doing different things like climbing,
swinging, etc.
Cooperative Play (4+ Years)

When a child plays together with others and has interest in both the activity and
other children involved in playing they are participating in cooperative play.
As your child starts playing with family members and friends, make sure to teach
them about sharing and winning and losing.
Play starts when we are babies, but it does not stop there! Including play in your
child’s daily routine and giving them time to play is important for their development
at every age. These stages are general guidelines for what to expect of your child’s
play skills, but remember every child is different and if you have concerns bring
them up with your healthcare provider.
Your child makes a lot of changes as they grow. Learn more about how play can
change as your little one does.
 How to Play with Blocks at Every Age
 Stages of Peek-a-boo

Social stages of play for children 0-6+ years

https://therapiesforkids.com.au/social-stages-of-play-for-children-0-6-years/
Any activity that your child does (whether organised or unstructured) that they find fun
is considered play. Play is much more than just having fun. While playing, your child
learns and develops important skills they will continue to use throughout their lifetime.
There are 6 stages of play during early childhood - all of which are important for all
areas of development.

Unoccupied play – 0-3 months

 Babies move their arms and legs with no purpose. They are learning to move
and it is the beginning of play.
 Babies are observing their world.

Solitary play – 0-2 years

 Children often play alone and appear to be uninterested in what others are
doing.
 This is important because it teaches children how to entertain themselves.

Onlooker play – 2 years

 Children observe others play but do not join the play. They will often use
language to find out more about the play.
 This is a common form of play at 2 years but can take place at any time.

Parallel play – 2-3 years

  Children play next to each other but with very little involvement with each
other. They may have similar toys and copy each other.
 Social skills are being learnt by observation.

Associate play – 2-3 years

 Children are more interested in playing with others than with toys.
 They may talk and engage with one another.
 They may trade toys.
 There are no rules.
 This kind of play develops problem solving/cooperation.

Cooperative/social play – 4-6 years

 Children are interested in both the people and the activity.

 Groups are more formalised with a leader.
 Children may be assigned different roles.
 The play is organised around specific tasks and to accomplish goals
developed by the group.
 This kind of play brings together skills from all other stages.
 Necessary for social and group interaction.
 After 6, most play is divided in male/female groups.

Play is important because:

 We are biologically wired to play.

 It gives children the opportunity to practice skills they will need in the future.
 It encourages decision making skills.
 It teaches children how to work together.
 It teaches children how to resolve conflicts and advocate.
 It allows children to discuss what they enjoy.

Play is so important that the United Nation Convention on the rights of the child states
in article 31 that children have the right “to engage in play and recreational activities.”

If your child is having difficulty learning to play with others you can:

 Have playdates with one other child initially.

 May need an adult to be involved in play.
 Find moments to teach/model play during parties/structured activities.
 Play family activities like board games/gross motor games.

Some games to play at home:

 Imaginary play with household items.

 Play in sandpit.
 Play with outside toys.
 UNO
 Lego and building toys.
 Trouble – board game.
 Cook together with your children and others.
 Dress up play.
 Play with recycled household items.

If your child is struggling with play by themselves or with others when older, speak to
your GP, community nurse, occupational therapist, or speech pathologist.
 The power of play – Part 1: Stages of play

https://www.canr.msu.edu/news/the_power_of_play_part_1_stages_of_play

Play is important work in early childhood. Learn more about how the power of play can
help children learn important skills and prepare them for the world.
Play is an important part of a child's healthy development.

While play is often seen as something frivolous that children do to pass the time, play is
an incredibly important part of a child’s healthy development. Play is children’s work.
Through play, children learn academic skills like math, science, reading, language and
literacy. They learn social skills like effective communication, conflict resolution, problem
solving and cooperation. Maybe most importantly, they learn about themselves – they
get to know their personalities including their likes and dislikes, strengths and interests.
Through play, children learn where they fit in in the world.

Researcher Mildred Parten identified these six stages of play that children progress
through. It’s important to note that each child develops at his or her own pace, so
children of the same age may not show exactly the same types of play.

Parten’s six stages of play

1. Unoccupied play. Children are relatively still and their play appears scattered.
This type of play builds the foundation for the other five stages of play.
Unoccupied play looks like babies or young children exploring materials around
them without any sort of organization. This stage allows children to practice
manipulating materials, mastering their self-control and learning about how the
world works.
2. Solitary play. This type of play occurs when children entertain themselves
without any other social involvement. Children in solitary play may not notice or
acknowledge other children. Adults might worry about children playing alone, but
actually solitary play is very normal. When children engage in solitary play, they
are able to explore freely, master new personal skills like new motor or cognitive
skills, and prepare themselves to play with others.
3. Onlooker play. Children who sit back and engagingly watch other children
playing, but do not join in are onlookers. The active part of their play is watching
others. Sometimes it’s easy to think children engaged in onlooker play might be
lonely or scared to engage with other children, when in fact it is a very normal
part of play development. Just as adults “people watch” at the coffee shop,
children learn a lot by watching others. They learn about the social rules of play
and relationships, they explore different ways of playing or using materials and
they learn about the world in general.
4. Parallel play. This occurs when children play next to each other, but are not
really interacting together. For example, two children may drive cars on the
carpet next to each other, but their play does not actually overlap. In this stage,
children are not really engaging in a social exchange. Think of this stage like a
warm up exercise – children work side by side on the same activity, practicing
skills and learning new methods to engage together.
5. Associative play. This type of play signifies a shift in the child. Instead of being
more focused on the activity or object involved in play, children begin to be more
interested in the other players. Associative play allows children to begin
practicing what they have observed through onlooker and parallel play. They can
start to use their newfound social skills to engage with other children or adults
during an activity or exploration.
6. Cooperative play. This is play categorized by cooperative efforts between
players. Children might adopt group goals, establish rules for play. It’s important
to remember cooperation is an advanced skill and can be very difficult for young
children. Ironically, cooperative play often involves a lot of conflict. This is normal.
It is sometimes difficult for young children to share, take turns and negotiate
 control in these types of play scenarios. You can support children engaged in
cooperative play by staying close and helping them learn healthy expression
of emotions and teach them problem solving skills.

Michigan State University Extension has tips to help you support your child through
these six stages of play.

 Set the scene. Create opportunities for your child to explore. Whether it is pulling
out fun new materials to explore, taking your child to a museum or simply walking
around the block. Help your child discover new places, materials and people to
play with.
 Hold on to your expectations. Instead of worrying about how you think your
child should be playing or what you expect them to do with a certain toy or in a
specific situation, let your child decide. When children have control of a situation,
they learn to listen to their own cues and promptings, making learning
developmentally appropriate for them, and also fun and engaging.
 Support and guide. Just like parents support a child learning to walk by
providing a steady hand when needed, being present and engaged in your child’s
play gives you the opportunity to support them when they need it. Your child
might need help learning a new skill or emotional support exploring a new
environment, or they may need new ideas and inspiration from their favorite
adult. As your child grows and develops, your support can help them reach new
heights.

Just like adults need education and resources to learn how to be good at their jobs,
children need the same support to support their job of playing. Along with practical
materials like toys and games, children need encouragement, engagement and lots and
lots of time to play.

11 Important Types of Play As Your Child Grows

https://www.verywellfamily.com/types-of-play-2764587

Children love to play because it's fun—but it's also vital to a child's healthy
development. In fact, during play, children learn and practice key social,
cognitive, organizational, physical, and emotional skills, including creativity,
imagination, and problem-solving.1 The benefits of play are progressive in
nature, meaning that the skills kids develop during their fun and games build
upon each other.

Seemingly simple activities like rolling a ball back and forth with a sibling
or putting on a costume hone skills like learning to take turns, fine motor
skills, proprioception (awareness of the body in space), and getting along with
others. Influential sociologist Mildred Parten was an early advocate for the
benefits of play. Her work described six essential types of play that kids take
part in, depending on their age, mood, and social setting, and explained the
ways that children learn and interact with each other during play.

Descriptions and typical ages that each stage of play emerge are included
below. However, every child develops at their own pace and may engage in
these types of play earlier or later. Plus, while these stages are progressive,
they often occur simultaneously and stick around while new stages come
about.

Unoccupied Play

Unoccupied play primarily occurs in infants, from birth to three months. This
is the first stage of play, and to the untrained eye, likely doesn't look like play
at all. However, infant activity of observing their surroundings and/or
displaying random movements with seemingly no objective is actually
unoccupied play. Despite appearances, this definitely is play and sets the stage
for future play exploration.

Parents don't need to do anything special to foster this play, babies do it

instinctively. However, it's important to allow babies to have time to explore
unimpeded, even if it's just wiggling their hands and feet in the air.

Solitary (Independent) Play

Solitary play is just what it sounds like—your child playing alone. This type of
play is important because it teaches a child how to keep themself entertained,
eventually setting the path to being self-sufficient.2 Toys for independent play
can be anything that babies, toddlers, or preschoolers play can play with on
their own, such as stuffed animals, blocks, toy figures, dress-up costumes,
noisemakers, play "tools," dolls, push toys, and books.

Any child can play independently, but this type of play typically begins to
emerge by age two. It is most common in children between two and three. At
that age, children are still pretty self-focused and lack good communication
and sharing skills. If a child is on the shy side and doesn't know their
playmates well, they may prefer this type of play at older ages as well.

Preschoolers on up may continue to choose independent play even after

learning to play well with others as it provides unique opportunities to explore
their own interests and agenda on their own terms.
Toys to Encourage Independent Play

Onlooker Play

Onlooker play is when a child simply observes other children playing and
doesn't partake in the action. Your child may watch what you or other adults
are doing as well. Onlooker play is typical for children between two and three
years old and is especially common for younger children who are working on
their developing vocabulary.3

Don't dismiss the importance of this stage, which builds on the previous ones.
It's a healthy form of learning through play and part of your child's play
journey. It could be that the child feels tentative, needs to learn the rules,
and/or maybe is the youngest and wants just to take a step back for a while to
watch before joining in play with others. Watching helps them gain confidence
and learn the framework for future stages of play.

During onlooker play, by observing and possibly mimicking the play of others,
your child is building their own skills.

They may be looking up from using their own toys while engaging in onlooker
play, but this type of play is about observing rather than playing alongside
others, which is called parallel play (see more below). However, children in
onlooker play may comment on the observed activities. They are learning
about how other kids play and interact and preparing themselves for their
eventual participation in such group play.

Build Your Child's Vocabulary

Parallel Play
Put two 3-year-olds in a room together and this is what you are likely to see:
the two children having fun, playing side by side in their own little worlds. It
doesn't mean that they don't like one another, they are just engaging in
parallel play. This type of play begins around age two and differs from playing
together in that neither child tries to influence the play of the other.

Despite having little overt social contact between playmates, children in

parallel play learn quite a bit from one another like awareness of different
types of play.4 Even though it appears that they aren't paying attention to each
other, they truly are and often mimic the other one's behavior. Like each of the
other stages, this type of play is viewed as an important, progressive bridge to
the later stages of play. Many types of activities, from drawing to playing with
toy cars, can occur during parallel play.

Educational Games For Kids

Associative Play

Slightly different from parallel play, associative play, which commonly begins
between ages three or four, also features children playing separately from one
another. But in this mode of play, they are involved with what the other is
doing—think children building a city with blocks. As they build their individual
buildings, they are talking to one another and engaging each other but
primarily working on their own. Typically, this form of play phases out by age
five.

This is an important stage of play because it helps little ones develop a whole
host of skills, such as socialization (what should we build now?), taking turns
(can I have the shovel?), problem-solving (how can we make this city bigger?),
cooperation (if we work together we can make our city even better), and
language development (learning what to say to get their messages across to
one another).5 Associative play is how many children begin to make real
friendships.

Cooperative Play

Cooperative play is where all the stages come together and children truly start
playing together. Typically occurring between four and five years of age, this is
the predominant type of play seen in groups of older preschoolers on up or in
younger preschoolers who have older siblings or have been around a lot of
children. However, the earlier stages of play will still be used to varying
degrees by these children at other times as well.

Cooperative play uses all of the social skills your child has been working on and
puts them into action.6

This stage of play can encompass many different types of play (described in
more detail below). Whether they are building a puzzle together, playing
a board game, or enjoying an outdoor group activity, cooperative play sets the
stage for future interactions as your child matures into an adult.

Fun Puzzles for Preschoolers

Other Types of Play

While the above stages are important and vital to your child's social
development, there are other key types of play that also contribute to a child's
development. These kinds of play usually show up once a child begins to
engage in cooperative play and include the following:

 Competitive Play: When your child is playing Chutes and Ladders or on a

sports team, they are engaging in competitive play. Rules, turn-taking,
functioning as part of a team, and the realities of winning and losing are
the big lessons taken from this type of play. Emotional regulation,
learning to be a good sport, and coping with defeat are learned from
competitive play as well.
 Constructive Play: Constructive play teaches kids about manipulation,
building, and fitting things together.7 Examples include building with
blocks, Legos, or magnetic tiles, making a road for toy cars, or
constructing a fort out of couch pillows. Cognitive skills are used to
figure out how to make something work best, whether it is a block tower
that won't stand up or a sandcastle that keeps collapsing. This play also
teaches the power of trying again.
 Dramatic/Fantasy Play: When your child plays dress-up, doctor, spy, or
restaurant, it's dramatic or fantasy play. Through this type of play, not
only does your child's imagination get a workout, but they learn how to
take turns, cooperate, share, and work on language development.
Through role-play, kids are also able to learn about functioning in the
greater community.
 Physical Play: Gross and fine motor skills really come into play with
physical play, whether your child is throwing a ball, climbing a play
structure, or riding a bike. Physical play encourages kids to develop
fitness skills and to enjoy physical activity.
 Symbolic Play: This type of play can include vocal activities (singing,
jokes, or rhymes), graphic arts (drawing, coloring, or working with clay),
counting, or making music. Symbolic play helps children learn to express
themselves and explore and process their experiences, ideas, and
emotions.

A Word From Verywell

Play is a tremendously important part of child development that should be

encouraged and supported. However, note that children need their own time
and space to learn these skills, which will come independently. The lessons
learned from play are not something for parents to actively teach. Instead, the
beauty is that children discover these gems as they play their games, all in
good fun.

Let’s Play: Stages of Play and Appropriate Activities for Each

https://va.gapitc.org/lets-play-stages-of-play-and-appropriate-activities-
for-each/

Children go through different phases of play, depending on their stage of growth

and development
Play is such a natural part of childhood that we don’t fully realize its developmental
implications. While skilled caregivers recognize that playing is an important part of
learning and exploring, it’s often less obvious that children go through different phases
of play that are dependent on their age range. Understanding the various stages of play
can help caregivers design learning activities that have an educational impact on
children of all ages.

Appropriate playtime
The categories of play were developed in the 1930s by M.B. Parten to recognize that
children interact with toys and each other in different ways as they grow. Each child is
an individual, and as such, plays differently, but the stages of play are similar to other
developmental milestones in representing an accurate commonality between ages.
Learning more about the stages of play can help caregivers design activities and
experiences that utilize age-appropriate play styles to maximize learning opportunities.
Unoccupied play
Newborns don’t appear to be playing at all. They remain relatively stationary, and their
movements don’t appear to have a purpose. However, babies are beginning to form
connections with the caregivers during this stage, and early interactions can assist with
bonding. Singing, rocking, tummy time, or playing with brightly colored rattles are all
appropriate activities that can help with important developmental skills.

Solitary play
During this stage, children play independently. They prefer playing alone, aren’t
interested in sharing a toy or activity, and may seem uninterested or unaware of what
others are doing. Solitary play is important because it helps children learn how to
entertain themselves; it’s also common at a young age where cognitive, social, and
physical skills are progressing.
Play at this phase involves exploring the world through their senses and includes
looking, touching, grasping, and tasting. They’re also developing motor skills and spatial
awareness; showing increased awareness and understanding of how their body fits and
interacts with its surroundings. Playing peek-a-boo or giving them opportunities to
explore cause and effect – such as dropping and picking up a toy – are good activities
for this stage.

Parallel play
As toddlers begin to discover their new physical skills and abilities, they continue to
enjoy playing independently but begin to see themselves as part of a social group.
However, they’re still self-centered in their interactions and thinking.
During this phase, children may play next to each other with the same toy or activity.
However, they’re not necessarily exchanging ideas, conversing, or playing together.
Encourage social activities that bring kids together such as Ring Around the Rosie or
playing together but separately with building blocks or musical instruments to help them
see the value of making friends and participating in collaborative efforts.

Associative play
Children eventually begin to develop an interest in other children and will start to play
the same game without necessarily working together. Although they still have limited
interaction in playing together, they like to watch and imitate their peers, and often
participate in the same activity. Playing dress-up, using the same playground
equipment, or sharing a play kitchen are good examples of associative play activities;
each child has their own focus but may be talking to each other and using the same
toys to carry that out.

Cooperative play
When two or more children talk to each other and work together to play, pretend, or
create, they’ve entered the phase of cooperative play. This is an important stage of
social and emotional development and teaches them how to compromise, resolve
conflict, and regulate emotions. Encourage children to play in groups for short periods in
organized activities with clearly defined rules or roles, such as sports or board games.

Although they may have different stages and styles of doing it, children love to play. Use
this natural instinct and interest to guide them through the various phases of play in a
way that helps optimize their potential for growth and development.
The Virginia Infant & Toddler Specialist Network helps improve the quality of care for
infants and toddlers through extensive resources, services, and education for
caregivers. Learn more about how we can help you improve the standard of care.

Play

https://courses.lumenlearning.com/edpsy/chapter/play/

While play is often seen as something children do for leisure and recreation, play is
actually a crucial part of a children’s development. Play is a self-chosen and self-
directed activity that is focused on the process of play and not the product of it. Play is
individually constructed to meet the child’s desires and needs. Finally, play is
imaginative and active (Gray, 2013). Play is children’s work. Through play, children
develop cognitive skills and learn new information. They learn and practice social skills,
like effective communication, self-regulation, conflict resolution, problem-solving, and
cooperation. Furthermore, they learn about themselves by exploring roles, interests,
skills, and relationships. Play is how children explore their world.

Types of Play

According to Piaget, children engage in types of play that reflect their level of cognitive
development. Originally proposing three levels of play: functional play, symbolic play,
and games with rules. Smilansky expanded on Piaget’s model to add a fourth level:
constructive play. Each type of play emerges at different ages and stages of cognitive
development, and the prominence of the level of play changes with maturation, as well
(Johnson, Christie & Wardle 2005).

Functional Play

Functional play is the first type of

play activity in which children engage.
Functional play involves repetitive, physical
actions, language, and manipulation of
objects. Beginning in infancy, children learn
that they have control of their bodies and
objects, and they can act upon those
objects. Infants play through repetitive
actions, like shaking a rattle, splashing in
the bath, or repeatedly dropping toys from
their high chair. These basic actions
become play when the child deliberately
engages in the activity for pleasure (Frost, 1992). Eventually, as children become more
cognitively sophisticated, simple, repetitive actions are replaced by more complex,
coordinated actions. Functional play is enjoyed by children throughout their childhood,
particularly as they discover and practice new motor skills, such as sliding, climbing,
stacking, jumping, and bouncing.

Constructive Play

By the age of two, children progress from simple, repetitive functional play to goal-
directed, creative activities. When children manipulate objects to create something, they
are engaging in constructive play. They use objects like blocks, clay, and craft
supplies in an organized way to achieve a goal. Constructive play is a form of hand-on
inquiry where children gain knowledge by posing questions, testing ideas, and gathering
information (Drew et al., 2008) through experimentation with basic materials to create
something more complex. This type of play encourages planning, exploration, and
discovery (Child Development Institute, 2010).
 Constructive play facilitates the
development of imagination, problem-
solving skills, fine motor skills, and self-
esteem. Build with blocks help children
learn spatial relationships. Manipulating
objects can translate into comfort with
manipulating words, ideas, and concepts.
This type of play prepares children for later
academic, social, and emotional successes
(Leong & Bodrova, 2015) and to be flexible
thinking (Bruner 1972). Creating
encourages the development of positive self-esteem by offering children power over
their environment and a sense of accomplishment (Chaille, 2008). Constructive play
also helps children develop character virtues, such as tenacity, flexibility, creativity,
courage, enthusiasm, persistence, and adaptability (Child Development Institute, 2010).

Young children tend to prefer constructive play. When given a choice of play activities,
preschool children choose constructive play more than 50% of the time (Rubin, Fein, &
Vandenberg 1983). Further, constructive play is a way to scaffold play as children
transition from function to symbolic play. Children should be encouraged to engage in
constructive play by providing children with playtime and play materials for exploration.
Providing inspiring materials is key to promoting constructive play.

Symbolic Play

Symbolic play is the ability of children to use objects, actions, or ideas to represent
other objects, actions, or ideas in play. These activities may include role-playing or
make-believe play, such as pretending to be a baby, firefighter, or monster, and make-
believe actions, such as driving a car by moving a pretend steering wheel, or using a
banana as a telephone. This level of play is widely considered the most sophisticated
play activity during the preschool and kindergarten years. Symbolic play encourages the
development of social skills, academic abilities, early literacy concepts, and behavioral
self-regulation (Leong & Bodrova 2015).

At around 18-months-old, toddlers begin to

engage in pretend play, and type of
symbolic play. They use objects to
represent something else, like drinking from
an empty cup or pretending to feed a doll.
As children advance cognitive,
linguistically, and socially, their play begins
to include fantasy, drama, and
imitation. Preschoolers are more capable of
playing roles and incorporating social
norms in their pretend play. Their role-plays
and imagination become more
sophisticated, and socialization becomes an important aspect of their play activities.
Children assign roles to themselves and others, and their interactions often involve
sequenced steps and a predetermined plan. Pretend play allows children to explore
various roles and expectations and do participate in activities that they may not
otherwise be allowed to explore in the real world. Through pretend play, children learn
skills in negotiation, listening, sharing, taking turns, and respecting others’ feelings,
thoughts, ideas, and physical space.

The sophistication of symbolic play progresses through several substages. The

substages include either the child acting a role, the child using an agent to act a role
(such as a doll), or a group of children with different roles. These stages also include
different types of objects in the play activity. Children may use objects that resemble the
real-life object that this represents, such as using toy food to represent real food.
Alternatively, the child may use nonrealistic objects to represent real-life objects, such
as using a stick as a for a horse.
“In play a child is always above his average age, above his daily behavior; in play it is
as though he were a head taller than himself. As in
the focus of a magnifying glass, play contains all developmental tendencies in
a condensed form; in play it is as though the child were trying to jump above the level
of his normal behavior” (Vygotsk,1967, p.16).

While Piaget and others believed different types of play activities were essential to
development, Vygotsky’s definition of play was limited to pretend play. He believed that
play must include the creation of an imaginary situation, assigning and acting out of
roles, and following a set of rules specific to those roles (Bodrova & Leong, 2007). Play
is a way for children to learn about symbols and separate thoughts from objects.
Vygotsky saw play as a means to help children self-gratify. Through play, children can
create fantasy situations to get their needs met, regulate emotions, and delay
gratification. This level of play also aids children in learning self-regulation by following
the rules and adhering to the roles of the play activity. Vygotsky believed that play
provided scaffolding for learning to assist children in operating at the upper-end of their
zone of proximal development.

Video 3.12.1. Play: A Vygotskian Approach explains Vygotsky’s beliefs about the
functions of play.

Smilansky also emphasized the importance of symbolic and pretend play. Her research
in this area found that children that did not engage in this level of play displayed
cognitive and emotional delays. This effect was especially present in underprivileged
children. In response, Smilansky proposed that to facilitate children’s development of
pretend play, adults should encourage:

1. Imitative role play. The child pretends to play a role and expresses it in an
imitates that role. For example, “I am the teacher, and you are my
students.”
2. Make-believe with objects. Use nonrealistic objects to represent real
objects and actions. For example, pretending a stick is a horse and riding it.
3. Verbal make-believe. Incorporate verbal dialog and descriptions in place of
actions. For example, “Let’s pretend I cooked the dinner, and now I am
setting the table” when only the last activity is actually imitated.
4. Persistence in role play. The pretend play episode lasts for at least 10
minutes.
5. Interaction. Two or more players interact within the context of a play
episode.
6. Verbal communication. There is some verbal interaction with other players
related to the play episode (Frost, 1992).

Games with Rules

The final type of play is games with rules. At this

level, the play activity has imposed rules that must
be followed by the players. To successfully
participate at this level of play, children must have
the cognitive ability to understand and remember
the rules. These games also require the children to
self-regulation, curbing their own desires and needs
to adhere to the rules of the game. Games with
rules are often characterized by logic and order,
and as children mature they can develop method
and planning in their game playing (Frost et al.,
2004).
Through games with rules, school-age children develop an understanding of
cooperation and competition. By initiating their own games with rules, children learn the
need for rules, how to negotiate with each other, and fairness so that the game is
enjoyable for everyone. Team sports and board games are games that have very
specific rules and encourage the development of strategy. Electronic games are
designed to target children at different stages of development and often encourage the
practice and mastery of new skills through challenging tasks and fantasy (Frost et al.,
2001).

Parten’s Stages of Social Play

As we consider how play develops through childhood, we must also examine changes
in socialization during playing. As children mature, they progress through several stages
of non-social and social play. Parten’s stages of social play is a theory that categorizes
the ways in which children may socialize while participating in play during different
periods of development. Parten observed American children at free play and recognized
six different types of play. Three types she labeled as non-social (unoccupied, solitary,
and onlooker) and three types were categorized as social play (parallel, associative,
and cooperative). Parten also found that once a child has developed the ability to
participate in a particular stage of social play, they will use combinations of that stage
and earlier stages while playing. However, we find that younger children engage in non-
social play more than those older and, by age five, associative and cooperative play are
the most common forms of play (Dyer & Moneta, 2006).

Unoccupied

The earliest and least common style of play throughout childhood is

the unoccupied stage. This is a non-social stage that starts in
infancy and may appear as random behavior without a specific goal.
During this time, the child is not playing. Sitting or standing still,
random movements or movements without purpose that do not meet
the above definition of play can all be considered unoccupied
time. Infants and toddlers may spend significant parts of their day
disengaged from any play, but the amount of time spent unoccupied should decrease
as children age.

Solitary Play

Another non-social stage is solitary play. Common in children 2-3

years of age, this style of play involves a child playing alone and
maintaining focus on their activity. They do not interact with others,
nor are they interested in what others are doing. They also are not
engaging in similar activities as the children around them. No
matter the play activity, whether functional, constructive, symbolic,
or game play, if the child is playing alone then it is solitary play.

Onlooker Play

Onlooker play is the final type of non-social play. During this style
of play, children are observing others playing. The child may
socialize with the other children, such as commenting on the
activities and even make suggestions, but they will not directly join
the play. Onlooker play is different from unoccupied play because,
while the child is not participating in the play activity, they are
engaged in social interaction and active observation. Children can
still benefit from play activities that they observe, possibly learning behavior and rules
before attempting participation.

Parallel Play
 Sometimes seen as a transitory stage from immature non-social
types to the more socially mature types of play, parallel play is
when a child plays adjacent to, but not with, others. The child
plays separately from others, engaged in their own play with their
own goals; however, the children are close enough to observe and
mimicking other’s behaviors.

Associative Play

Around the age of 3, children will interact with each other and
share toys; however, they are not yet working toward a common
play goal. This more sophisticated social contact is associative
play. The children will engage in the same play activity and show
interest in what others are doing, but not in coordinating their
activities with those people. There is a substantial amount of
interaction involved, but the activities are not in sync.

Cooperative Play

When children are interacting to achieve a common goal, this

is cooperative play. The child is interested both in the people
playing and in coordinating their activities. In cooperative play, the
activity is organized, participants have assigned roles, and children
may take on different tasks to reach their shared goal. There is also
increased self-identification with a group, and a group identity may
emerge. This style of play is more common toward the end of the
early childhood stage. Examples would be dramatic play activities
with roles, like playing school, or a game with rules, such as freeze tag.