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Stages of play is a theory and classification of children's participation in play developed by Mildred Parten Newhall in her 1929 dissertation. [1] Parten observed American preschool age (ages 2 to 5) children at free play (defined as anything unrelated to survival, production or profit). Parten recognized six different types of play:
One of Smilansky's research focused on sociodramatic play and its importance on children's learning. She said sociodramatic play is “a form of voluntary social play activity in which preschool children participate”. [10] Sociodramatic play is also considered as dramatic play children engage in at a social setting. [11]
Parallel play is the first of three stages of play observed in young children. The other two stages include simple social play (playing and sharing together), and finally cooperative play (different complementary roles; shared purpose). The research by Parten indicated that preschool children prefer groups of two, parallel play was less likely ...
"Dramatic play" centers promote social interaction, role exploration, and abstract thinking. [15] Children are given the opportunity to deeply explore roles of people in their family and community. [16] Pretending is an important part developing abstract thought, such as connecting symbols with real objects and events. [17]
Cooperative play and socio-dramatic play both bring about increased social interactions, as compared to solitary play and parallel play, where children play similarly next to each other without significant interaction (e.g., two children building their own towers). It is here where play becomes intertwined with social emotional development.
It has its roots in dramatic play, where normally developing children in every culture in the world will create their own imagined worlds, often with the co-participation of an empathetic adult (usually the parent) in role. Process drama in school settings usually involves the whole class working with the teacher in role in a made-up scenario ...
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
Play is children using their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Dramatic play is common in younger children. [28] For youth to benefit from playtime, the following are recommended: [by whom?] Give children ample, unscheduled time to be creative to reflect and decompress. [28]