1. Play

2. Play
(1932) 2

3. Play Play is… pleasurable (1932) something the child chooses to do
Notice the child in the green top? 3

4. Play… Involves active participation Is open-ended
Is in the control of the players
Often involves ‘pretending’

5. Play supports the development of:
Skills, by allowing repetition and practice
problem-solving
concept
self-concept and self-esteem
social skills
(1932)
Children naturally encounter situations that require them to solve real problems in creative ways
Exploring the environment develops children’s concepts and understanding about the world
self-concept and self-esteem by allowing them to be in control and initiate learning
social skills Interacting with others assists children to learn to manage their own behaviour to meet cultural expectations. 5

6. Types of play (1932) PLAY WITH OBJECTS Sensorimotor Play with Objects
Constructive Play using Objects
Dramatic Play using Objects
Imaginative Play Using Objects
Games with Rules
Sensorimotor Play with Objects
Most commonly seen in infant and toddler play, although it can be seen in children of all ages.
Constructive Play using Objects
This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower.
Dramatic Play using Objects
Dramatic play involving objects requires the child to combine two specific play skills:
Representational skills, where the child uses objects as props for the pretend play.
Imaginative Play Using Objects
Children use small props that can be easily held in their hands such as miniature people, animals, tiny rugs, furniture etc.
Games with Rules
Children are introduced to games with simple rules such as turn taking during infancy, for example, playing peek-a-boo. Rules can progress to become quite complex.
Rules can be fixed as in board games, traditional children’s games and sports.
Role play or pretend play skills, where the child physically creates a pretend role for themselves based on a role they have observed and uses real, pretend, or imaginary objects to support this type of play. 6

7. Types of play (1932) SOCIAL PLAY Play with Adults Solitary Play
Parallel Play
Associative Play
Co-operative Play
Play with Adults
Learning to play with others usually begins with interactions between the infant and the parent.
Solitary Play
Children 12 months to 18 months usually play alone rather than with other children. Children engaged in solitary play can be absorbed in their own interactions with objects or toys. They seem unaware of other children and do not seek interactions from others who may be nearby.
Parallel Play
From about the age of two years children begin to play near other children without being interested in what the other children are doing. This involves the child playing side-by-side but not with the other child.
Associative Play
Associative play is the beginning of social play and describes children playing in the same area, using the same materials. There may be some discussion about the activity and even sharing of materials, but, children are not playing the same game.
Co-operative Play
By about three years of age, children begin to engage in meaningful interactions and communications with others about their play.
Co-operative play involves the exchange of ideas and the sharing of materials. 7

8. Types of play DRAMATIC PLAY Stage 1: Imitative Role Play
Stage 2: Make Believe Play
Stage 3: Socio-dramatic Play
(1932)
Imitative Role Play
Make Believe Play
Sociodramatic Play 8

9. Parten’s stages of play
Mildred Parten identified 6 stages of play.
These stages of play are cumulative. Children may go back to the early stages even when they are capable of the highest level. 9

10. Parten’s stages of play
Unoccupied
Unengaged with other children or activities
Non-play
Onlooker
Watches others at play 10

11. Parten’s stages of play
Solitary
Plays alone
Parallel
Plays independently but uses some shared materials or space 11

12. Parten’s stages of play
Associative
Engages in same activity as others but not with a common purpose
Some interaction occurs such as comments, observation or imitation.
The child in the floral hat is engaged in associative play 12

13. Parten’s stages of play
Cooperative
engages in interactions with others
children take role as leaders and followers
There is give-and-take and sharing of ideas and common goals
Trainer note:
The following series of slides provides various examples of play
For each slide ask students to:
Identify the stage of play
The type of play
Possible learning outcomes 13

14. Play and culture Not all cultures regard play in the same way.
In many Asian cultures play and learning are not linked.
(1932) 14

15. Play and culture
In Reggio Emilia programs (Italy), play is an integral part of all children’s activities with an emphasis on social interaction.
In many western cultures (Europe, America and Australia) child-initiated play is strongly linked to development and learning.

16. Play Identify the stage of play: Sensorimotor Play with Objects
The type of play: Are these babies playing together ? Is this solitary or parallel play??
Possible learning outcomes: exploring properties of objects 16

17. Play Identify the stage of play: Sensorimotor Play with Objects
Most commonly seen in infant and toddler play, although it can be seen in children of all ages
The type of play: Solitary Play
Possible learning outcomes: exploring properties of objects & cause & effect 17

18. Play Identify the stage of play: Constructive Play using Objects
This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower.
The type of play: Parallel Play
Possible learning outcomes: position of body in space, problem solving, planning 18

19. Play Identify the stage of play Constructive Play using Objects
This type of play begins at the earliest level when a toddler places one block on top of another to build a simple tower.
The type of play: Associative Play (supported by adult)
Possible learning outcomes: problem solving, turn taking, planning 19

20. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Possible learning outcomes: reasoning, planning, problem solving, concept development such as matching, fine motor skills 20

21. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Children may also engage in parallel, associative or co-operative play in sandpit.
Possible learning outcomes: texture, weight, volume etc, problem solving, cause & effect 21

22. Play Identify the stage of play Constructive Play using Objects
The type of play Parallel Play
Possible learning outcomes: primarily focused on sensory stimulation 22

23. Play Identify the stage of play: Constructive Play using Objects
The type of play: primarily Solitary Play can also be Parallel Play or Associative Play
Possible learning outcomes: sensory stimulation, fine motor development, problem solving, creativity 23

24. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play or Co-operative Play
Possible learning outcomes: planning, classification, problem solving, ordering 24

25. Play Identify the stage of play: Games with Rules
Children are introduced to games with simple rules such as turn taking during infancy, for example, playing peek-a-boo. Rules can progress to become quite complex.
The type of play: Solitary Play
Possible learning outcomes: planning, classification, problem solving, ordering
Playing alone on problem solving tasks promotes persistence which is an important cognitive skill. 25

26. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play or Associative Play
Possible learning outcomes: planning, problem solving, ordering, classification, creativity 26

27. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play or Associative Play
Possible learning outcomes: planning, problem solving, ordering, classification, creativity 27

28. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Possible learning outcomes: planning, problem solving, creativity 28

29. Play Identify the stage of play: Dramatic Play using Objects
Dramatic play involving objects requires the child to combine two specific play skills:
The type of play: Co-operative Play
Possible learning outcomes: planning, problem solving, language, leadership,, negotiation 29

30. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play or Co-operative Play
Possible learning outcomes: planning, classification, problem solving, ordering, negotiation 30

31. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Possible learning outcomes: language, fine motor, higher order thinking, predicting, imagination 31

32. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play or Co-operative Play
Possible learning outcomes: problem solving, planning, motor skills development 32

33. Play Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Possible learning outcomes: planning, problem solving, ordering – this child spent a few hours joining the pipes & problem solving as he worked 33

34. Play is fun!
Identify the stage of play: Constructive Play using Objects
The type of play: Solitary Play
Possible learning outcomes: planning, problem solving, ordering – this child spent a few hours joining the pipes & problem solving as he worked 34