Child Care: An Overview of Different Types of Children's Play

This report provides an overview of different types of play observed in child care settings. It begins by defining unoccupied play, where children observe activities without direct participation, and then moves on to solitary play, where children play alone. The report further describes parallel play, where children play side-by-side without interaction, and associative play, where children engage in similar activities but without a common goal. Finally, it explains cooperative play, which involves teamwork and shared goals. Each type of play is illustrated with examples and references to relevant literature.

1Running head: CHILD CARE
Child Care
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Unoccupied play
The unoccupied play is referred to the form of play when the child does not take part
in any formal play but engages in observing activities around him. In such form of play, the
child is about to learn about the world around. A child might also show repeated movements
over a considerable period of time while looking around and learning to imitate activities that
other individuals around him engage in. One example of such play is when a child aged
between four to five years, new to a day care centre, stands at one corner of the playground
where other children are engaged in any play activity and observes them keenly. The play
activity might be the group of children playing in the sand area and engaging in making sand
castles. The child might be watching and enjoying the other children’s participation but
would not be participating himself. In addition, he might be attempting to play with the sand
on his own in certain instances. In such cases he might be playing with the sand, making
repeated movements time and again to imitate the activities the other children are engaged in
while looking around. His thoughts might be centred around questioning what others are
doing and being a mere observer1.
Solitary play
1 Wood EA. Free choice and free play in early childhood education: Troubling the discourse. International
Journal of Early Years Education. 2014 Jan 2;22(1):4-18.

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Solitary play is referred to the form of play when a child plays alone and engages in
an activity different from that of others. In such case, a child is unaware or uninterested in
what other children are doing around him. This form of play is common for children between
two and three years age. One example of solitary play is a child playing with a puzzle game.
In such a case, the child engages in intellectual thinking about how to solve the puzzle that
does not require the involvement of other individuals. In such a case the child has the primary
focus on the activity he is engaged in. Social aspects of the play are absent. Solitary play
presents a child with the opportunity to learn about new things and how different things work.
It is also beneficial for cognitive development apart from social skills and physical
development. For example, a child engaged in puzzle game can enhance his concentration
ability through the exercise. The rational is that he is completely engrossed in playing and
does not notice what other children in the vicinity are doing. This form of play is significant
since aa children learn how to entertain themselves and engage in solitary activities that do
not require the involvement of others.

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Parallel play
Parallel play is referred to the form of play when a child plays side-by-side of other
children. However, there is a lack of group involvement among them. This is typically under
conditions when children play with same toys and might be trying to mimic each other. The
manner in which the children play might be similar, but there is no interpersonal engagement
with each other as the children continue to play on their own. Such form of play is common
for children aged between two and half years and three and half years. However, children
with more age can also take part in such form of play. One example of such play is when two
children might be sitting in the sand area and digging holes in the same with their respective
shovels. In such a case the children might be engaging in a similar form of activity, however,
there is an absence of non-verbal or verbal interaction. The activities that they are engaging in
does not require cooperation and collaboration even though one might try to mimic they
manner in which the other child is digging the holes in the sand. Though the contact between
the children is very less, they might be learning significant social skills about learning from
each other2.
2. Singer E. Play and playfulness, basic features of early childhood education. European Early Childhood
Education Research Journal. 2013 Jun 1;21(2):172-84.

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Associative play
Associative play is referred to the form of play when children play together, but they
are not directed towards a common goal. A child might be interested in playing with children
around them instead of materialistic toys. This form of play is different from parallel play as
in this form of play a child might continue playing separately from one another but might
become increasingly involved in activities done by others in the surrounding. Children of age
between three and four years usually engage in this form of play. An example of associative
play is one when a group of children decides to dress up for a fancy dress competition. There
would not be any common goals for the children. However, they would be engaged in
interpersonal communication. The children would be responsible for focusing on their own
dressing up, and thus the goals for different children would be different. Under such
conditions, a child might be learning to show more interest in other children than the actual
activity of dressing up. Children engaged in such a form of play feel rejoice and happiness as
there is no competition emerging between the children pertaining to their activity.

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Cooperative play
Cooperative play is referred to the form of play when a child takes part in an activity
that demands working in a group and exhibiting teamwork skills. In such play, there is a need
of working towards a common gaol that all children are to fulfil. Children are interested in
both the activity they are engaged in and in other children since collaboration among them is
required. The activity is more formalised and undertaken by children aged four to five years.
One example of cooperative play is when children form groups to play pirates. Cooperative
play is reported as the children are divided into groups of ‘good people’ and ‘bad people’
whose aim would be to capture each other’s boats. The play would take the form of socio-
dramatic play as the children would be collaborating with each other for developing a theme
and putting themselves into roles integral within the theme. As the children would have a
common goal, they would be supportive of each other3.
3 Johnson J, Celik S, Al-Mansour MO. Play in early childhood education. Handbook of Research on the
Education of Young Children, 3rd ed. New York: Routledge. 2013 Jan 17:265-74.

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References
1. Wood EA. Free choice and free play in early childhood education: Troubling the
discourse. International Journal of Early Years Education. 2014 Jan 2;22(1):4-18.
2. Singer E. Play and playfulness, basic features of early childhood education. European
Early Childhood Education Research Journal. 2013 Jun 1;21(2):172-84.
3. Johnson J, Celik S, Al-Mansour MO. Play in early childhood education. Handbook of
Research on the Education of Young Children, 3rd ed. New York: Routledge. 2013
Jan 17:265-74.