Exploring Play Development: Six Stages of Play

In child development, there are six commonly recognized stages of play that children progress through as they grow and develop their social and cognitive skills.

These stages, identified by sociologist Mildred Parten in the 1930s, provide insights into how children engage with others and their environment during play. It’s important to note that children may transition between stages and exhibit characteristics of multiple stages simultaneously.

Here are the six stages of play:

Unoccupied Play: 

This stage typically occurs in infants (birth-3 months) and involves random movements or actions without a specific goal or purpose. Infants may engage in simple motor activities like wiggling, kicking, or staring at objects. At this stage, children are learning about and discovering how their body moves.

Examples of unoccupied play: 

• A baby kicks or swats at objects.
• A child in this stage may stare intently at the ceiling fan, (especially those big ones at Costco!)

Solitary Play:

In this stage, children (birth-2 years old…and beyond) engage in independent play, focusing on their own activities and not actively engaging with others during play. They may play with toys, engage in imaginative play, or explore their surroundings without seeking social engagement.

• Independent Toy Play: a child may spend time building a tower with blocks, playing with dolls or action figures, or solving puzzles alone. They create their own imaginative scenarios, explore the functionalities of the toys, and immerse themselves in self-directed play.
• Imaginative Pretend Play: Solitary play often involves children engaging in imaginative pretend play, where they create and act out scenarios using their imagination. For example, a child may role-play as a parent pretending to cook and serve meals with play kitchen utensils and toy food.
• Exploratory Solo Activities: Solitary play can also manifest as children exploring their surroundings and engaging in self-directed activities. They may independently explore their backyard, investigate nature, or engage in sensory experiences. For instance, a child might spend time observing insects, collecting leaves, or experimenting with squishing and shaping play dough.

Spectator/Onlooker Play:

During onlooker play, children (around 2-3 years old) observe and watch other children play, but do not actively participate. They may show interest, ask questions, or make comments about the play of others, but they do not join in the activities. I remember when my oldest son was in this stage of development, he would arrive at the park and stare at other children like a statue! It was fascinating to both of us. Some examples of onlooker play:

• A child may sit on the sidelines at a playground and watch their peers play a game of tag or build sandcastles. They show interest in the play of others, and observe their actions and interactions.
• Onlooker play provides an opportunity for children to learn from their peers by observing their play behaviors and actions. For example, a child may watch another child riding a scooter and learn by observing their balance, kicking technique, and coordination. By attentively observing the play of others, children gain insights, learn new skills, and expand their understanding of different play activities.

Parallel Play:

This stage is characterized by children (typically 2+ years old) playing side by side with similar toys or engaging in similar activities but without direct interaction or collaboration. Children in parallel play are aware of each other’s presence and may imitate each other’s actions, but they do not actively engage together.

• Two children may be playing in a sandbox, both using toy shovels and buckets. They may independently scoop sand, pour it into their buckets, and create sandcastles, mirroring each other’s movements.

Associative Play:

In associative play, children (around 3-4 years old) start to interact and engage with one another during play, but without a rigid structure or shared goals. They may share materials, take turns, or exchange ideas, but there is no organized teamwork or specific roles. At this stage, children may:

• Share Materials: One child may be building a tower using the blocks, and another child may express interest in joining in. Instead of hoarding the blocks, the child who initially built the tower willingly shares the blocks, allowing the other child to contribute and explore their creativity. At this stage, they aren’t yet building together, but they are sharing materials in cooperation with each other.
• Exchanging Ideas: Another characteristic of associative play is the exchange of ideas among children. As they engage in play together, children express their thoughts, suggestions, and imaginative concepts to their peers.
  In both these examples, the key aspect of associative play is the absence of rigid structure or predefined roles. Children interact and collaborate freely, allowing their imaginations to guide the play experience.

Cooperative Play:

The final stage, cooperative play, involves children (usually 4 years old and older) working together in groups with a common goal and organized play. They engage in shared activities, follow rules, and collaborate to achieve a specific outcome. Cooperative play often involves role-playing, elaborate games, and complex social interactions. Some examples of cooperative play

• Beginning organized sports
• Imaginative play is where children assume the roles of their favorite people in different settings. For example, children may play doctor where each child has a role (one doctor, one patient, one nurse).
• Board game play where children need to follow rules and take turns.

Understanding these stages of play can help parents, educators, and caregivers recognize and support children’s social development. By providing appropriate opportunities and environments for play, adults can foster healthy social interactions, encourage imaginative thinking, and facilitate the acquisition of important cognitive and emotional skills.

“It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.” -Leo F. Buscaglia