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Parallel play
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Parallel play is a form of play in which children play adjacent to each other, but do not try to influence one another's behavior. Children usually play alone during parallel play but are interested in what other children are doing. This usually occurs after the first birthday.〔Kail, R.V., & Cavaunaugh, J.C. (2007) Human Development: A Life-Span View (5th ed.). Belmont, CA: Wadsworth, Cengage Learning.〕 It usually involves two or more children in the same room who are interested in the same toy, each seeing the toy as their own. The children do not play together, but alongside each other simply because they are in the same room. Parallel play is usually first observed in children aged 2–3. 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"". 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".In the picture to the right, there are two little girls painting. They show parallel play because although they are engaging in the same activity they are not paying attention to each other.
== History ==
Mildred Parten was one of the first to study peer sociability among 2 to 5-year-olds in 1932. Parten noticed a dramatic rise of interactive play with age and concluded that social development includes three stages. 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 with age, a majority of the kids chose playmates of the same sex and sand play along with constructive work were the most common parallel play activities. Other findings in her study showed that I.Q. level had little impact, siblings preferred to play with each other, home environment was a big factor and playing house was the most common form of social play among children.〔Parten, M. B. "Social Play among Preschool Children." The Journal of Abnormal and Social Psychology 28.2 (1933): 136-47. PsycINFO. Web.〕 Research indicates that these forms of play emerge in the order suggested by Parten, but they do not form a developmental sequence in which later-appearing ones replace earlier ones. All types coexist during the preschool years. Vygotsky believed that play during childhood created a zone of proximal development of the child and guided in intellectual development.〔Vygotsky, L.S. "Play and its role in the Mental Development of the Child."Voprosy psikhologii, 1966, No. 6. Database: Psychology and Marxism Internet Archive (marxists.org) 2002〕 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 that fact that those kids had fewer toys and more siblings to share toys with.〔Dyer, Sally; Moneta, Giovanni B. "Frequency of parallel, associative, and co-operative play in British children of different socioeconomic status". Social Behavior & Personality: International journal. 2006, Vol. 34 Issue 5, p587-592. 6p. , Database: Academic Search Complete〕
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