Mildred Parten's patterns of play are a framework developed in the 1930s to categorize children's social play behaviors in early childhood. Her research identified different types of play that reflect how children interact with one another. The primary patterns of play include:
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Unoccupied Play: This is when a child is not actively engaged in play but may be observing the environment or others without participation. It's common in very young children who may not yet know how to interact with others.
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Solitary Play: In this type, a child plays alone, independently of others. They may be fully engaged in their own activity, typically using toys or materials without considering what other children are doing.
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Onlooker Play: Here, a child observes others playing but does not join in. They may watch intently, ask questions, or comment on the play but remain a passive participant.
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Parallel Play: Children play side by side with similar toys or activities but do not interact with one another. There can be little or no real interaction, although children may mimic each other’s actions.
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Associative Play: In this stage, children start to interact more with one another while still focusing on their own activities. They may share materials or verbalize their ideas but are not yet engaged in a unified play structure.
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Cooperative Play: This is characterized by children working together towards a common goal, often involving role-playing, collective themes, or shared narratives. Children actively collaborate, negotiate roles, and build relationships through play.
Parten’s patterns of play provide insight into the developmental stages of social interaction in young children, and they are often used to guide educators and parents in fostering cooperative play and social skills among peers. Understanding these patterns can help adults support children’s social development in early childhood education settings.