Parten's stages of play

http://en.wikipedia.org/wiki/Parten%27s_stages_of_play From Wikipedia, the free encyclopedia Jump to: navigation, search Stages of play is a theory and classification of children's participation in play developed by Mildred Parten in 1932.[1] Parten observed American preschool age (ages 2 to 5) children at free play (defined as anything unrelated to survival, production or profit). Parten recognized six different types of play:

Unoccupied (play) when the child is not playing, just observing. A child may be standing in one spot or performing random movements.[2] Solitary (independent) play when the child is alone and maintains this status by being focused on its activity. Such a child is uninterested in or is unaware of what others are doing. More common in younger children (age 23) as opposed to older ones.[1][2][3] Onlooker play (behavior) when the child watches others at play but does not engage in it.[2] The child may engage in forms of social interaction, such as conversation about the play, without actually joining in the activity.[3] This type of activity is also more common in younger children.[1] Parallel play (adjacent play, social coaction) when the child plays separately from others but close to them and mimicking their actions.[2][3] This type of play is seen as a transitory stage from a socially immature solitary and onlooker type of play, to a more socially mature associative and cooperative type of play.[1] Associative play when the child is interested in the people playing but not in the activity they are doing, or when there is no organized activity at all. There is a substantial amount of interaction involved, but the activities are not coordinated.[2][3] Cooperative play when a child is interested both in the people playing and in the activity they are doing. In cooperative play, the activity is organized, and participants have assigned roles. There is also increased self-identification with a group, and a group identity may emerge. Relatively uncommon in the preschool years because it requires the most social maturity and more advanced organization skills. An example would be a game of freeze tag.[1][2][3]

According to Parten, as children became older, improving their communication skills, and as opportunities for peer interaction become more common, the nonsocial (solitary and parallel) types of play become less common, and the social (associative and cooperative) types of play become more common.[1][4] Modern scholars agree that Parten's theory has contributed substantially to our understanding of play, and while alternative classification schemes have been proposed, Parten's stages of play are still widely used.[1] However, there is disagreement on whether there is indeed a sequence of play stages that children go through for example, whether toddlers are really unable to play cooperatively, and

whether solitary play in older children is less common or a sign of immaturity.[1] Alternative explanations suggest that types of play may be influenced by other circumstances (such as how well the children know one another).[1]

http://www.beststart.org/OnTrack_English/4-importanceofplay.html

Importance of Play
Spontaneous play is natural and healthy for children. Children learn best through play. Through play all areas of a childs development can be enhanced. Play positively supports childrens social/emotional, physical, cognitive, language, and literacy skills, is essential to a childs overall healthy development (Ginsburg, 2007; Packer Isenberg & Quisenberry, 2002) and enhances self-regulation. Daily physical and active play for children is recommended by the Canadian Paediatric Society (Grenier & Leduc, 2008), to foster optimal development. The right to play is also recognized for all children in the United Nations Convention on the Rights of the Child (1989). Hirsh-Pasek et al. (2009) states that play offers a key way to support the learning of whole children in developmentally appropriate play (p23). Play, therefore, is an important vehicle that promotes childrens school readiness.

Stages of Play Since the 1800s, the play of children has been the focus of considerable study. One aspect of play, the various stages of play through which children progress, has been observed and recorded extensively. Mildred Parten

(1932; 1933) categorized the stages of play in preschool children. Mildred Parten (1932; 1933) In her famous study, Parten (1932) developed six categories of social participation among preschool children. Her play categories are still actively used by educators today. They include: 1. Unoccupied behaviour - not engaged in any activity 2. Solitary independent play - child playing alone, no other children within 1 meter (3 feet) 3. Onlooker behaviour - child observing others play but not joining in 4. Parallel play - child playing next to others without verbal interaction 5. Associative play - verbal interaction, but few attempts to organize the play situation 6. Co-operative or organized supplementary play each child taking an active role to plan and structure the play situation while collaborating with each other. Parten found that with increasing age, the children tended to participate in more social forms of play. Younger children tended to engage in more unoccupied behaviour, onlooker behaviour, and solitary play, while older preschoolers engaged in more cooperative play. Sara Smilansky (1968) Sara Smilansky is known for her four stages of play. These play stages are considered to reflect a childs cognitive development. Smilanskys four stages consisted of: 1. Functional play (also called practice play) 2. Constructive play children create or assemble a structure or object 3. Dramatic or symbolic play 4. Games with rules

Play can also be classified into play behaviour that corresponds to some developmental domains, although there is always considerable overlap:

Locomotor play - physical Social play - social/emotional Pretend play - social/emotional Object play - cognitive Language play - language and literacy (Smith & Pellegrini, 2008)

It has been found that children engage in increasingly more complex stages of play as they get older. Rubin, Watson, and Jambor (1978) found:

Infants engage in solitary-functional play Toddlers engage in parallel-functional play Preschoolers engage in associative play, constructive play and dramatic play Four and five year olds engage in cooperative-constructive play, socio-dramatic play and begin to play games with rules. Kindergarten and school age children elaborate cooperativeconstructive play, socio-dramatic play and games with rules.

There are times when individual children choose solitary play. A master lego builder, for example, may want the concentration allowed in solitary play. When day after day is spent in solitary play and play seems stuck adults should extend their observations to determine if:

The child is being isolated by peers The child has some emerging interest and social skills The child chooses to play alone The child needs some assistance to move beyond the present form and level of play.

Functional play includes the investigation of the properties and functions of objects through sensory motor exploration. When we are introduced to a new medium like clay for the first time we all may pinch, poke and pull apart the clay in functional play. When children are stuck using functional play and do not move with time and experience from poking, pinching and pulling clay to rolling it and forming shapes and eventually creating objects then it may be time to intervene. Benefits of Play in Childrens Development As an essential part of childhood, studies have shown that play has a positive impact on childrens overall development. The positive benefits of play on a childs social/emotional, physical, cognitive, language and literacy development have been well documented (Ginsburg, 2007; Pronin Fromberg, 2002; Roskos & Christie, 2000; Zigler, Singer, & Bishop-Josef, 2004).

What are some of the benefits of play for young children?

Play enhances childrens creativity and problem-solving (Smith & Simon, 1984). Play contributes to the development of self-regulation and social skills such as turn-taking, collaboration and following rules, empathy, and motivation (Bodrova & Leong, 2007; Krafft & Berk, 1998).

Children, who engage in social and dramatic play, are better able to take others perspectives, and are viewed as more intellectually and socially competent by their teachers (Connolly & Doyle, 1984; Sawyer, 2001). Outdoor play helps to promote childrens physical well-being, attention, conflict resolution, coordination, muscle development, and healthy weights (Clements & Jarrett, 2000; Council on Physical Education for Children, 2001; Fjortoft, 2001; National Association of Early Childhood Specialists in State Departments of Education, 2002). Adding literacy-related materials to dramatic play centres, increases reading and writing activities and use of more varied language (Bagley & Klass, 1997; Neuman & Roskos, 1997; Stone & Christie, 1996). Children, who play out events in a story, have improved story comprehension and develop a stronger theory of mind, the understanding that others have different feelings, thoughts, views and beliefs (Pellegrini & Galda, 1980). Positive links between childrens dramatic play and early reading achievement have been found (Pellegrini, 1980).

6 Types of Play: How We Learn to Work Together

http://www.spring.org.uk/2008/07/6-types-of-play-how-we-learn-to-work.php serious business. The pioneering developmental psychologist Lev Vygotsky thought that, in the preschool years, play is the leading source of development.
PLAY IS A

Through play children learn and practice many basic social skills. They develop a sense of self, learn to interact with other children, how to make friends, how to lie and how to role-play. The classic study of how play develops in children was carried out by Mildred Parten in the late 1920s at the Institute of Child Development in Minnesota. She closely

observed children between the ages of 2 and 5 years and categorised their play into six types. Parten collected data by systematically sampling the children's behaviour. She observed them for pre-arranged 1 minute periods which were varied systematically (Parten, 1933). The thing to notice is that the first four categories of play don't involve much interaction with others, while the last two do. While children shift between the types of play, what Parten noticed was that as they grew up, children participated less in the first four types and more in the last two - those which involved greater interaction. 1. Unoccupied play: the child is relatively stationary and appears to be performing random movements with no apparent purpose. A relatively infrequent style of play. 2. Solitary play: the child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old. 3. Onlooker play: child takes an interest in other children's play but does not join in. May ask questions or just talk to other children, but the main activity is simply to watch. 4. Parallel play: the child mimics other children's play but doesn't actively engage with them. For example they may use the same toy. 5. Associative play: now more interested in each other than the toys they are using. This is the first category that involves strong social interaction between the children while they play. 6. Cooperative play: some organisation enters children's play, for example the playing has some goal and children often adopt roles and act as a group. Unlike Jean Piaget who saw children's play in primarily cognitive developmental terms, Parten emphasised the idea that learning to play is learning how to relate to others. http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx? ArticleID=618

Play: A Historical Review

By Carolyn R. Tomlin
Play: The voluntary activity pursued without ulterior purpose and, on the whole, with enjoyment or expectation of enjoyment (English and English, 1958). Early theorists, as well as those of the present day, have been fascinated by the way children play. How does a child learn social interaction with his peers? Does creativity and imagination foster a higher form of play? How do children learn to share and take turns? Theories of Play Theories of play were first developed during the eighteenth and nineteenth centuries. Four

theories affected the perception of why and how children play: the surplus energy theory, the recreation theory, the instinct theory and the recapitulation theory.

In the surplus energy theory, advocates maintained that the child builds up an excess of energy, and that active play is necessary to get rid of the surplus. Curtis (1916) proposed that when a child or animal does not need to expend all its energy in obtaining food, shelter, or gaining a living that the leftover energy would be used for play. The recreation theory focuses on play as a way to recuperate from fatigue experienced from hard work. In other words, play restores energy and provides more benefit to the body than idleness (Mitchell and Mason, 1948). The instinct theory, proposed by Rousseau, suggests that play is inherited and that the child will engage in behaviors and activities instinctively. G. Stanley Hall, a leader of the child study movement, attributed play to heredity as part of the recapitulation theory. Curtis (1916) explained this theory as follows: In this wild life of the savage there were certain activities, which were almost universal. It was necessary to pursue and capture his game, to find it while it was hiding, to strike it down with a stick or stone or shoot it with bow and arrow. Often he had to climb trees, to vault over obstacles, or leap across brooks. At other times, he was the hunted, and he had to flee or hide from such means as lay at hand. There were universal activities of savage man throughout the days of unrecorded history, and it is these same activities that survive in the play of the child (1916, p.5).

Observations and Theories of Play in the Classroom These four theories define how play affects child development. Within any group of young children, observers will notice all levels of socialized play. Some children will play along, being very shy and not seek interaction or show a need to be with others. Some will be content to play by themselves. Most of the time, these children will place their toys near others, but not share them with others. Other children may request toys from classmates, but not share the ones they claim. In another part of the playground, you may find children who have formed a group game made up of anyone who wants to play. Boys may only play with

boys and girls may only play with other girls, and pairs of children may cooperate in imaginary play. One purpose of a child care program is to help children grow from egocentric individuals into youngsters who can work and play cooperatively. Understanding children's developmental stage at various ages is an important part of teaching young children. The following theories and stages of play help explain how maturation takes place as children grow and develop.

Parten's Classification of Play In 1932 Mildred B. Parten developed a system for classifying participation in play. This organization is still considered one of the best descriptions of how play develops in children (Gander, Mary and Harry W. Gardiner, 1981). Unoccupied Play. The child is not actually playing but watches anything that happens to catch his interest. He may play with his own body, move around, remain in one location, or follow a teacher. Onlooker Behavior. This stage is termed behavior instead of play because this child is content in watching other children. Solitary Independent Play. Children prefer to play by themselves and are not comfortable interacting with other children. They may play apart with chosen toys, yet within speaking distance, and demonstrate little interest in making contact. Contact may consist of grabbing other childrens toys when the opportunity exists. Parallel Play. This stage is also known as adjacent play or social coaction. Children occupy space near others, but seldom share toys or materials. They may talk, but each has their own conversation and there is no attempt to communicate with each other. As an example, one child may talk about going to the circus while another interrupts about going to a fast food restaurant. Associate Play. Children lend, borrow, and take toys from others. However, its still every child for himself. At this stage, the children are beginning to engage in close personal contact, however, they still consider their own viewpoint as most important. Children are not yet ready to participate in teams or group work, but there should be opportunities for group work so they can gradually learn how to communicate their needs. Cooperative Play. This stage is the highest form of

children working and playing together. They share, take turns, and allow some children to serve as leaders for the group. For example, one child may be the policeman, another a nurse, while another is the mother. In cooperative play, three-year-olds play best with approximately three other children; five-year-olds can play successfully with approximately five children. Young children, who learn to share, take turns, work and play with others show a higher degree of success later in life. Parten found that as children became older and with more opportunities for peer interaction, the nonsocial types (solitary and parallel) declined in favor of the social types (associative and cooperative) (Lorton & Walley, 1979).

Piagets Theory Jean Piaget, the French psychologist noted for his studies of mental development in children, believed that children do not develop new cognitive structures in play, but merely try to fit new experiences into what they already know (Piaget, 1951). Throughout the stages of play development, teachers and parents have many opportunities to observe children as they grow physically, emotionally, socially, and intellectually.

Conclusion Childrens play has fascinated educators, child psychologists, and scientists for centuries. Dr. Seth Scholer, author of Play Nicely and a pediatrician with the Vanderbilt Children's Hospital says, One reason for the interest in play among theorist is that through play children learn to be creative and use their imagination. If what children learn best is what they learn through play, then perhaps play should not only be legitimate method of teaching during the early childhood years, but should be the required method.

Carolyn Ross Tomlin is a former child care director, university professor at Union University. She is the author of What I Wish It Hadn't Taken Me So Long to Learn, available at 1stbooks.com. Tomlin contributes to numerous educational and family publications.

http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx? ArticleID=620

Promoting Social Development Through Play

By Carolyn Tomlin
Six-month old William laughs as his mom plays a game of peek-a-boo with him. Three-year-old Alyce thinks it funny when her father puts on a silly hat. Sixyear-old Pedro throws a cape around his shoulders, runs across the room and pretends to be Superman. Play is essentially important in the life of a child. Play has been defined as voluntary activity pursued without ulterior purpose and, on the whole, with enjoyment or expectation of enjoyment (English & English, 1958). Maturation and socialization develop during all stages of childhood through the use of play. Partens play theory (1932) and English & English (1958) continue as some of the guidelines from which present educators measure their standards. Historical artifacts and documents prove that children have been playing since earliest times. Toys have been found in the ruins of ancient China, Egypt, Babylonian and other civilizations. Once thought to be sinful and a waste of time, childrens play today is considered an important, if not critical, aspect of social and personality development. Bruner (1975) stated that Play isthe principal business of childhood.

Historical Aspects of Play in Socialization The aspect of play and its value in the socialization process has been of interest to child psychologists, educators and scientists for generations. Parten (1932) identifies these levels as part of the maturation process for children:

Solitary Play. Play, without regard to the involvement of other children in the room or playground. A child may build a tower with blocks, yet be oblivious to other nearby children.

Character Play. As the child plays, they

observe other children in the same area. Often this child will begin to model their play on another child. After watching another child, they may alter their own play. Even though they may appear to show little interest, they are observing others. Parallel Play. A form of play where several children are playing with the same materials, but each is playing separately: Using puzzles, for example. They may converse with others, but work independently. If one leaves the group, the play continues. Associative Play. Play in which a loosely organized game is decided upon. For example, children may run around the room, pretending to be airplanes. There are no definite rules or roles. If one child decides not to play, the others continue. Cooperative Play. Play in which children assume assigned roles and depend on others for achieving the goals of the play. For instance, if children want to play house, they need others to participate in the roles of one or more parents and several children. If one of the key players decided to drop out, the play episode will end.

According to Ellis (1973), play fosters the behavioral variability of an individual, and therefore a species. This increases the probability of future adaptations to unpredictable circumstances where behavioral flexibility is an advantage. Today, leaders in theories of early childhood education see play as fostering well-being, creative thinking skills and cognitive development. As the child plays, all facets of development are enhanced. Motor, cognitive and socio-emotional development are all increased as the child participates in play experiences. As the children engage in play, the need for variety and competence all come into focus. (Frost & Sunderlin

1985).

Suggestions for Helping Children Learn Social Skills Through Play By using research and knowledge gained by educators, scientists and child psychologists, we know more about how children develop social skills. The act of play is one of the best ways to learn those skills. How do children classify what they do at school as work or play? Work is something assigned by the teacher, although older children may say it was play if it was fun (Perlmutter and Burrell, 1995). Parents and teachers have numerous opportunities throughout the day to help babies, toddlers and preschoolers develop social skills while doing routine work. Recently, several new programs have been developed to help caregivers accomplish these tasks. One such program is Comfort, Play & Teach: A Positive Approach to Parenting. Focusing on activities for babies, toddlers and preschoolers, the program offers simple ideas that promote learning. For example:

If your child is a baby: When taking your baby to public places, he comes in contact with new faces and voices. Stay close to your baby so he develops a sense of security. This gives him confidence to meet unfamiliar people and surroundings. Babies enjoy making eye contact with other babies. Allow her time to interact and play as they communicate through sounds or gestures. Upon leaving your home, remember to say good-bye and hello to family members. Soon your baby will learn that you always return and you will help him develop a sense of trust.

If your child is a toddler: Find opportunities to praise your toddler for good behavior. For example, when you must wait in line, praise the child for being patient. Say things like Im proud of you for being patient when we must wait in line. Schedule time for play as you plan your day. For example, if running errands, stop by the park for a few minutes. Play allows your child to interact with peers and you both have more fun. As you help your toddler develop social skills, use positive statements when speaking. For example, say things like Please help me pick up your toys, instead of Dont leave your toys on the floor. If your child is a preschooler: Allow your child to make choices when possible. For example, allow her to choose to wear either the red shirt or the blue shirt. Confidence and a strong sense of self are vital to developing social skills. Play pretend games with your preschooler. If youre been to the grocery store, pretend to be the cashier or the produce person. Help your child decide what they would say in these situations as they practice difference types of social skills. Teach pro-social skills and responsibilities by encouraging your child to perform simple chores, such as helping to put groceries away after shopping. Show him how to separate recycled items for collection. Questionnaire for Parents and Teachers Adults can be special partners as they help children develop social skills. How would you answer the following questions?

1. Do I plan time for children to play alone?

2. Do I encourage children to invite friends over

to play?

3. Do I have a safe home where children may

play?

4. Do I provide a choice of items for play when

my childs friends come to play?

5. Are the play items appropriate for each age of

development?

6. Do I allow children to make choices for

playthings?

7. Do I allow children to be leaders in their play? 8. Do I limit the selection a child has at one
time?

9. Do I realize that too many things can be

overwhelming and make learning difficult? How can parents and teachers make sure children have adequate materials and play time? Brewer (2001) suggests that caregivers keep a daily journal for a few days, recording the time their children spend in active play and the materials used in that play. Teachers may arrange for a speaker to talk with parents about the need for active play in a childs life and to help them find a strategy to increase play if the child is not engaging in active play. Parents must make the distinction between active play and a passive activity, such as watching TV.

Stimulating Play Items Most homes and child care centers contain stimulating playthings. These items help the child develop creative and imaginative play, whether playing alone or in small groups. Unlike expensive packaged educational toys that may have only one use, these basic items provide hours of fun. The following toys grow with your child and provide a longer learning time: Blocks (variety of sizes) Boxes (several shapes)

Large beads and string Puzzles (wooden or board) Sand, sifters, cups and spoons Water and small cups Play dough Dress up clothes and costumes

________________________________________ Carolyn Ross Tomlin has been a day care director, kindergarten teacher and Assistant Professor of Education at Union University; Jackson. TN. She contributes to numerous educational publications.

Resources Lets Go Outside, by T. Theemes. This book describes how to design, equip and maintain a safe yet challenging playground for young children. Use it to help capture the wonder and challenge of outdoor play.

You Cant Come to My Birthday Party! Conflict Resolution With Young Children, by B. Evans. Socialization takes place as children learn to deal with conflict over toys, space and friendship. These create challenges for teachers and parents. A six-step mediation process helps children deal with these tense and emotional times.

Childrens Books and Stories The following books and stories are only a few that focus on socialization and building relationships. Guess How Much I Love You by Sam McBratney Green Eggs and Ham by Dr. Seuss The Cat in the Hat by Dr. Seuss The Very Hungry Caterpillar by Eric Carle Love You Forever by Robert Munsch Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst