Parallel play

Source: Wikipedia, the free encyclopedia.
For the Sloan album, see Parallel Play.
The two girls painting show parallel play because although they are engaging in the same activity they are not paying attention to each other.

Parallel play is a form of

children play adjacent to each other, but do not try to influence one another's behavior; it typically begins around 24–30 months.[1][2] It is one of Parten's stages of play
, following onlooker play and preceding associative play.

An observer will notice that the children occasionally see what the others are doing and then modify their play accordingly. The older the children are, the less frequently they engage in this type of play. However, even older preschool children engage in parallel play, an enduring and frequent activity over the preschool years. The image of parallel play is two children playing side by side in a sandbox, each absorbed in his or her game, not interacting with the other. "This is considered an early stage in child development, characterized by egocentric behavior and the inability to decenter and coordinate with the activities of a 'playmate'".[3]

In education, parallel play also describes activities where students are divided into pairs or small groups and work on the same activity simultaneously. This gives all students equal opportunity for active involvement and reduces exposure – since all students are playing, none are watching. This stage ends when a child develops the ability to engage in interactive play behavior and symbolic communication.[3]

Parallel play is not only between children, but may also be used in cases of

autism
, where the adult caregiver parallel plays beside the autistic child.

History

Vygotsky believed that play during childhood created a zone of proximal development of the child and guided in intellectual development.[7] Socioeconomic status appeared to only impact associative play, where British children who were used in the study of low socioeconomic status preferred that type of play. This could be explained due to the fact that those kids had fewer toys and more siblings to share toys with.[8]

Developing skills

Parallel play helps children begin

social development where the child will form relationships with others during play. Parallel play can be useful in encouraging expression
of a child's feelings through their own individualized play. The child will increasingly learn to share and become aware of others emotions, as well as learn cause and effect through trial and error of adjusting and solving problems in play.

"Parallel play is often viewed as characteristics of a 'stage' through which children pass as they develop from solitary players to social players".[9] Children will undergo different playing stages in order to finally join people in groups. Analysis published in 2003 in Early Childhood Research Quarterly showed that preschool children, who enjoy watching others engage in parallel play, can have future activities designed to help with transition into higher levels of social interaction. The parallel-play activities can help neglected or rejected children with social transition between social-play states.[10] Smith believed parallel play to be optional and not "After Parallel play, children were most likely to be found in either Together or Group Play".[9] This suggests that parallel play played an important role to this transition.

According to a study performed by Wei Peng and Julia Crouse, parallel play can be used to design games, especially

active video games that involve physical activity, to be more effective. Playing with other people, even if those individuals are strangers, was more motivational than playing alone and there does not appear to be a major difference in cooperation and competition between same physical space mode and separated physical-space mode.[11] Also playing with others or online creates an ability to relate to others and parallel competition in separated space is more enjoyable, more physically exerting and creates higher future play motivation.[11]

Children cope differently depending on how they were raised, this also applies to how they cope with unfamiliar beings in their lives. Jens B. Asendorpf refers to parallel play as a child's coping style, and explains that children who want to play with an unfamiliar peer will resort to this style. This coping style allows children to engage in the same activities as their peers from afar, until they are comfortable enough to socialize with their peers.[12]

References

  1. OCLC 951949840.{{cite book}}: CS1 maint: location missing publisher (link
    )
  2. ^ CDC (2022-07-01). "What developmental milestones is your 30-month-old reaching?". Centers for Disease Control and Prevention. Retrieved 2022-09-23.
  3. ^
    ProQuest 1941381514
    .
  4. ISBN 978-0471192213.[page needed
    ]
  5. doi:10.1037/h0073939
    .
  6. ISBN 0-205-39157-5
    .
  7. S2CID 146493230. Archived from the original
    (PDF) on 28 February 2020.
  8. ProQuest 209895939
    .
  9. ^
    JSTOR 1129476
    .
  10. doi:10.1016/S0885-2006(03)00003-6
    .
  11. ^
    PMID 23509986
    .
  12. PMID 1786728
    .
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