Play is a child’s way of learning and an outlet for his innate need of activity. It is his business or his career. In it he engages himself with the same attitude and energy that we engage ourselves in our regular work. For each child it is a serious undertaking not to be confused with diversion or idle use of time. Play is not folly. It is purposeful activity.
“It’s child’s play.” This colloquial expression is used to denote a task so simple that it does not require effort. It is a child's "job" or "occupation" to play to develop physical coordination, emotional maturity, social skills to interact with other children, and self-confidence to try new experiences and explore new environments. It is the primary goal that influence child’s life. - AIOTA
Play in the early childhood years is often times centered around the use of objects. The way in which a child uses objects to play changes with her maturity and her ability to pretend. When a child first plays with a new toy or material. She spends time exploring the object physically. She uses her senses to discover how the object works and what she might do with it. First they use their senses to explore and learn about the object; then to see how it fits with other objects and to build with it; objects become props for pretend play; and finally materials are incorporated into the games children play. The types of play in which children engage while using objects have been outlined below.
Sensorimotor play refers to the activity a child does when he learns to use his muscles through repetitive movements. Infants spend many of their waking hours in sensorimotor play. Purely autotelic play with sensations and motion in first 18 months: peekaboo, pat-a cake, hide and chase, and imitation with caregivers; dropping objects; container play; exploration of object properties; practice of new motor skills; simple problem solving.
Symbolic play: beginning make-believe and pretend play; experiences represented in play. Shift from solitary play to parallel play. Builds simple constructions that represent another object or situation. Climbing and running are honed. Construction may begin at a very simple level when a 12 month old learns to place one block on top of another.
Expansion of social participation: shift from parallel to associative play; dramatic role play enacting child’s daily experiences, social roles, and fairy tales and myths. Skill in activities requiring hand dexterity. Daredevil activities involving strength and skill outdoors. Constructions are realistic, complex. Verbal humor, creates rhymes.
Games with rules: fascination with rules; masters established rules and makes up new ones; risk taking in games; concern with peer status; friendship groups important; interest in sports and formal groups (e.g., scouts); cooperative play. Interest in how things work, nature, crafts.
Formal peer group orientation: teamwork and cooperation; respect for rules; games that challenge skills; competitive sports; service clubs. Realistic constructive projects and complex manual skills.
This is the first stage of play that starts from birth to three months of age. Unoccupied play doesn’t even look like play at all but it is absolutely the foundation of future play.
It could be random movements, arms and legs waving in the air, a waving hand or just observing their surroundings.
Solitary play is when children play alone, often without interacting with others. They might engage with toys, books, or objects, and their focus is primarily on what’s in front of them. It’s the stage where babies and toddlers learn to entertain themselves, which is an important aspect of their independent play development
At this stage, children observe others playing but don’t actively participate. It’s a form of social observation that helps children learn by watching the actions of others before joining in themselves.
Parallel play is when children play side-by-side but do not engage directly. For example, two children might be playing with blocks next to each other, but each child is focused on their own activities without collaborating. Though they’re not interacting, they’re still learning from the presence of other children and developing their social skills in a low-pressure environment.
Associative play is when children begin to play similar games or use similar toys, but without organizing their activities. For instance, they may talk to each other, share toys, or mimic one another’s actions. This is an important stage for building social skills and practicing communication with peers.
Cooperative play is the final stage of play development. Children at this stage actively engage with one another to achieve a common goal, such as building a tower together or playing a game with rules. They learn teamwork, sharing, and collaboration skills.
