Types of Play

dramatic or make-believe

They may wish to play house, doctor, office, bank, or restaurant. This play is important in the development of a child because it teaches about real life situations and problem solving. It also teaches social interactions and behaviors. The child is able to express him/herself in a different role, which allows him/her to release pinned -in emotions. During dramatic play, children may act out things they have experienced such as happy moments, sad moments, fears or anxieties

rough-and-tumble play

This type of play can look a great deal like wrestling or fighting. When children are playing, their faces will represent happiness and their tone of voice will be pleasant. However, if there is anger or fear in their faces or voices, a caregiver needs to intercede. Rough-and-tumble play allows for a great release of energy as well as physical and social development

solitary play

This type of play involves a child playing alone. He/she has no interest in anyone else or that they are doing. The toys he/she plays with are different from those the other children are playing with. He/she is totally involved in a personal activity. (INFANTS)

parallel play

This type of play involves a child playing beside other children. There is no actual interaction, but the toys are similar. The child is playing beside the other children rather than with them. (2-3 YEARS)

associative play

This type of play involves a child playing with other children. The children share toys and interact with one another. Children are involved in similar but not identical activity. There is no specific organization of activities. Each child does what he/she wishes but is a part of a large group. (3 YEAR - SCHOOL AGE)

cooperative play

This type of play involves organization. The child is a part of a group that has a specific purpose in mind such as making an art project or playing a game. There are usually leaders and followers in this type of play.

skill mastery play

This type of play occurs when a child learns or is beginning to learn a new skill. The child will continue to repeat the new skill over and over and over. Some examples of skill mastery play are rolling down a hill, riding a bike, skating, etc. A child will engage in the same play activity for hours. This allows for several developmental processes to take place. First, the child is mastering or perfecting a skill. Secondly, as the child is in the process of mastering the skill, he/she recognizes his/her progress and feels a sense of accomplishment. This builds self-esteem

sensory motor play

This type of play utilizes the senses and motor skills. A child playing in sand, mud, water, play dough, saw dust, corn meal, packing material, oblique, or any type of textural media is actively involved in learning about pre-math and pre-science concepts. The way the matter feels, the way it pours or oozes, and the way it changes by combining it with other matter are important concepts for the child to learn

unoccupied behavior

child is not involved in any particular activity. He/she just observes what seems interesting at the time. When nothing of interest is happening, he/she will walk around, look around, or play with his/her fingers, hair, etc. -appears to be day dreaming.

onlooker behavior

involves watching other children play-The child may talk to the children who are playing but does not become actively involved. The onlooker wants to be close enough to interact with the children who are playing whereas the unoccupied child's interest keeps shifting to anything that interests him/her at the moment. (TODDLERS)

passive play

A child does not interact with anyone or anything. There will be times when all children need to have passive play: when they are tired, angry, watching television, or just need a few minutes alone. However when a child is passive and not interactive a great deal of the time, a caregiver needs to try and involve the child in some form of active play. Watching television is a great example of passive play. Children should be limited in the amount of passive play they are allowed to have

active play

A child is involved in playing and interacting with others and/or with objects. A child needs to be involved in active play a majority of the time because children learn by active playing. The term activity does not necessarily mean jumping up and down or running. A child can actively look at a book, put a puzzle together, look at the clouds and create images out of them, etc.