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Freud saw play as a means for children to release pent-up emotions and to deal with emotionally distressing situations in a more secure environment. Vygotsky and Piaget saw play as a way of children developing their intellectual abilities (Dyer & Moneta, 2006). Piaget created stages of play that correspond with his stages of cognitive development. The stages are:[1]
|
Stage |
Description |
|
Functional Play |
Exploring, inspecting, and learning through repetitive physical activity. |
|
Symbolic Play |
The ability to use objects, actions, or ideas to represent other objects, actions, or ideas and may include taking on roles.[3] |
|
Constructive Play |
Involves experimenting with objects to build things[4]; learning things that were previously unknown with hands on manipulations of materials. |
|
Games with Rules |
Imposes rules that must be followed by everyone that is playing; the logic and order involved forms that the foundations for developing game playing strategy[5] |
While Freud, Piaget, and Vygostsky looked at play slightly differently, all three theorists saw play as providing positive outcomes for children.
Mildred Parten (1932) observed two to five year-old children and noted six 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). The table below describes each type of play. Younger children engage in non-social play more than those who are older; by age five associative and cooperative play are the most common forms of play (Dyer & Moneta, 2006).[6]
In this video, Dr. Boise reviews the importance of play, Piaget’s stages, and Parten’s stages.
|
Category |
Description |
|
Unoccupied Play |
Children’s behavior seems more random and without a specific goal. This is the least common form of play. |
|
Solitary Play |
Children play by themselves, do not interact with others, nor are they engaging in similar activities as the children around them. |
|
Onlooker Play |
Children are observing other children playing. They may comment on the activities and even make suggestions, but will not directly join the play. |
|
Parallel Play |
Children play alongside each other, using similar toys, but do not directly act with each other |
|
Associative Play |
Children will interact with each other and share toys, but are not working toward a common goal. |
|
Cooperative Play |
Children are interacting to achieve a common goal. Children may take on different tasks to reach that goal. |
Video briefly illustrates Mildred Parten’s six stages of play.
- Child Growth and Development by Jennifer Paris, Antoinette Ricardo, & Dawn Rymond licensed under CC BY 4.0 ↵
- Cognitive and Social Types of Play (n.d.). Retrieved from https://groundsforplay.com/cognitive-and-social-forms- play ↵
- Symbolic Play (n.d.). Retrieved from https://www.pgpedia.com/s/symbolic-play ↵
- Constructive Play (n.d.). Retrieved from https://www.pgpedia.com/c/constructive-play ↵
- Games with Rules (n.d.). Retrieved from https://www.pgpedia.com/g/games-rules ↵
- Lifespan Development - Module 5: Early Childhood by Lumen Learning references Psyc 200 Lifespan Psychology by Laura Overstreet, licensed under CC BY 4.0 ↵
- Lifespan Development - Module 5: Early Childhood by Lumen Learning references Psyc 200 Lifespan Psychology by Laura Overstreet, licensed under CC BY 4.0 ↵
