{"id":15836,"date":"2024-05-31T19:12:33","date_gmt":"2024-05-31T19:12:33","guid":{"rendered":"https:\/\/helpfulprofessor.com\/?p=15836"},"modified":"2024-05-31T19:16:03","modified_gmt":"2024-05-31T19:16:03","slug":"parallel-play-examples","status":"publish","type":"post","link":"https:\/\/helpfulprofessor.com\/parallel-play-examples\/","title":{"rendered":"15 Parallel Play Examples"},"content":{"rendered":"\n
\u27a1\ufe0f Study Card<\/summary>\n
\"parallel<\/figure>\n<\/details>\n\n\n\n
\u27a1\ufe0f Introduction<\/summary>\n

Parallel play is when children play next to each other, but do not interact. The kids are sitting next to each other, they are engaged in a play activity, but they don\u2019t talk to each other or engage in any type of interaction.<\/strong><\/p>\n\n\n\n

Dr. Mildren Parten (1932) identified 6 stages of play<\/a> that occur during the first five years of childhood.<\/p>\n\n\n\n

Parallel play can usually be observed in children between the ages of 18 months to 2 years.<\/p>\n\n\n\n

Here is Parten\u2019s original definition of parallel play:<\/p>\n\n\n\n

\n

\u201cThe child plays independently, but the activity he chooses naturally brings him among other children. He plays with toys that are like those which the children around him are using, but he plays with the toy as he sees fit, and does not try to influence or modify the activity of the children near him. He plays beside rather than with the other children There is no attempt to control the coming or going of children in the group\u201d (p. 250).<\/p>\n<\/blockquote>\n<\/details>\n\n\n\n

Parallel Play Examples<\/h2>\n\n\n\n
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1. Building with Blocks<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

In a classroom, two toddlers sit next to each other, each with their own set of building blocks. One child might build a tower while the other constructs a bridge. They don’t directly communicate but occasionally glance at each other’s creations. This type of play allows them to observe different building techniques and develop their own skills independently.<\/p>\n<\/div><\/div>\n\n\n\n

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2. Drawing and Coloring<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

At a table, two young children sit with paper and crayons, each focused on their own drawing. They might share the crayons without speaking, choosing different colors as they create their own pictures. By watching each other, they pick up new ideas and techniques without direct interaction. This helps them develop fine motor skills and creativity in a shared yet individual activity.<\/p>\n<\/div><\/div>\n\n\n\n

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3. Sandbox Play<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

In a sandbox, two kids play side by side with their own sets of toys, like shovels and buckets. One child builds a sandcastle while the other digs a tunnel, both engrossed in their projects. They don\u2019t collaborate but may look at each other\u2019s work, gaining inspiration. This type of play fosters independence and spatial awareness while allowing them to enjoy each other\u2019s company.<\/p>\n<\/div><\/div>\n\n\n\n

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4. Playing with Dolls<\/h3>\n\n\n\n
\"playing<\/figure>\n\n\n\n

Two children sit on a rug, each playing with their own dolls and dollhouses. One child might be dressing a doll while the other arranges furniture in the dollhouse. They don\u2019t interact but occasionally peek at what the other is doing, sometimes mimicking actions. This parallel play helps them develop social and imaginative skills by observing and copying behaviors.<\/p>\n<\/div><\/div>\n\n\n\n

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5. Riding Tricycles<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

At a playground, two toddlers ride tricycles around a paved area. They ride in circles or follow different paths without trying to race or interact with each other. They are aware of the other’s presence and might adjust their paths to avoid collisions. This activity helps them develop gross motor skills and coordination while learning to navigate shared spaces independently.<\/p>\n<\/div><\/div>\n\n\n\n

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6. Playing with Cars and Trucks<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

On a play mat with roads and buildings printed on it, two children sit and push their own cars and trucks around. One child might drive a car to a pretend grocery store while the other takes a truck to a construction site. They do not engage in conversation but occasionally glance at each other’s movements. This parallel play helps them develop fine motor skills and understand concepts of movement and transportation.<\/p>\n<\/div><\/div>\n\n\n\n

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7. Doing Puzzles<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

Two kids sit at a table, each with their own jigsaw puzzle. One is working on a farm animal puzzle while the other is piecing together a picture of a park. They don’t help each other but might look at how the other approaches their puzzle. This type of play enhances problem-solving skills and patience as they focus on their individual tasks.<\/p>\n<\/div><\/div>\n\n\n\n

\n

8. Crafting with Playdough<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

At a playdough station, two children sit next to each other, each with their own ball of playdough and tools. One child is making a snake, rolling the dough into a long coil, while the other is pressing shapes with cookie cutters. They do not share their creations but might watch how the other manipulates the dough. This activity promotes creativity and hand-eye coordination as they explore different ways to shape the playdough.<\/p>\n<\/div><\/div>\n\n\n\n

\n

9. Reading Picture Books<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

In a reading corner, two toddlers sit side by side, each with their own picture book. One child flips through a book about animals, pointing at pictures, while the other looks at a story about trucks. They don\u2019t read aloud or share what they see but occasionally glance at each other’s books. This parallel play helps develop their interest in reading and storytelling independently while enjoying each other’s presence.<\/p>\n<\/div><\/div>\n\n\n\n

\n

10. Playing with Action Figures<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

Two kids sit on the floor, each with a set of action figures from different themes. One child might be reenacting a battle scene while the other is setting up a camp with their figures. They don\u2019t interact with each other\u2019s play scenarios but may observe and adopt similar actions. This type of play fosters imagination and narrative skills as they create their own stories alongside one another.<\/p>\n<\/div><\/div>\n\n\n\n

\n

11. Water Table Play<\/h3>\n\n\n\n
\"children<\/figure>\n\n\n\n

At a water table, two children stand side by side, each with their own set of cups, boats, and water wheels. One child might be pouring water into a funnel while the other is floating a boat. They do not talk to each other but occasionally watch what the other is doing with interest. This type of play enhances sensory exploration and fine motor skills as they experiment with water independently.<\/p>\n<\/div><\/div>\n\n\n\n

\n

12. Gardening<\/h3>\n\n\n\n
\"boys<\/figure>\n\n\n\n

In a small garden patch, two kids kneel next to each other, each with their own set of gardening tools and plants. One child might be digging a hole to plant a flower while the other is watering a seedling. They don\u2019t collaborate but may look at each other\u2019s progress and methods. This parallel play helps them learn about nature and develop patience and responsibility through individual tasks.<\/p>\n<\/div><\/div>\n\n\n\n

\n

13. Playing Musical Instruments<\/h3>\n\n\n\n
\"kids<\/figure>\n\n\n\n

In a music room, two children sit with different instruments, such as a xylophone and a drum. One child is tapping out a rhythm on the xylophone while the other is beating the drum. They don\u2019t play together but might listen to the sounds the other makes. This type of play encourages musical exploration and auditory development while allowing them to express themselves independently.<\/p>\n<\/div><\/div>\n\n\n\n

\n

14. Cooking in a Play Kitchen<\/h3>\n\n\n\n
\"cooking\"<\/figure>\n\n\n\n

Two kids stand in a play kitchen, each using different sets of play food and utensils. One child might be pretending to cook a pizza while the other is making a salad. They do not share their food or discuss their dishes but occasionally peek at each other\u2019s pretend meals. This parallel play supports imaginative play and role-playing skills as they create their own culinary scenarios.<\/p>\n<\/div><\/div>\n\n\n\n

\n

15. Swinging on Swings<\/h3>\n\n\n\n
\"kids<\/figure>\n\n\n\n

At a playground, two children sit on adjacent swings, each pumping their legs to move back and forth. One child swings high while the other swings low, focusing on their own rhythm. They don\u2019t interact but may watch each other\u2019s swinging techniques. This activity helps develop physical coordination and balance while enjoying the presence of a peer without direct engagement.<\/p>\n<\/div><\/div>\n\n\n\n

\n

Conclusion<\/h2>\n\n\n\n

Parallel play is an interesting phenomenon in the stages of play. Although children are capable of speaking, they prefer not to do so.<\/p>\n\n\n\n

Instead, they prefer to be in close proximity to each other, but yet, don\u2019t interact. Parallel play helps children develop their motor skills and understand boundaries and seems to be a necessary step on the way to more social behavior.<\/p>\n<\/div><\/div>\n\n\n\n

\u27a1\ufe0f References and Further Reading<\/summary>\n

References<\/h3>\n\n\n\n

Barragan, R. C., & Dweck, C. S. (2014). Rethinking natural altruism: Simple reciprocal interactions trigger children’s benevolence.<\/em> Proceedings of the National Academy of Sciences of the United States of America, 111(48), 17071-17074. https:\/\/doi.org\/10.1073\/pnas.1419408111<\/a><\/p>\n\n\n\n

Parten, M. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology<\/em>, 27<\/em>(3): 243\u2013269. Retrieved from: https:\/\/www.mcidenver.edu\/childdev\/SocialParticipationamongpreschoolchildren.pdf<\/a><\/p>\n\n\n\n

Savitsky, J. C., & Watson, M. J. (1975). Patterns of proxemic behavior among preschool children. Representative Research in Social Psychology, 6<\/em>(2), 109\u2013113.<\/p>\n\n\n\n

Vygotsky, L. S.(1967).Play and Its Role in the Mental Development of the Child.Soviet Psychology,5<\/em>(3),6-18. https:\/\/doi.org\/0.2753\/RPO1061-040505036<\/a><\/p>\n<\/details>\n","protected":false},"excerpt":{"rendered":"

Parallel Play Examples 1. Building with Blocks In a classroom, two toddlers sit next to each other, each with their own set of building blocks. One child might build a tower while the other constructs a bridge. They don’t directly communicate but occasionally glance at each other’s creations. This type of play allows them to […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_uag_custom_page_level_css":"","_lmt_disableupdate":"","_lmt_disable":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[93,129],"tags":[],"class_list":["post-15836","post","type-post","status-publish","format-standard","hentry","category-education","category-education-101-course-module-4"],"acf":[],"modified_by":"Dave Cornell (PhD)","uagb_featured_image_src":{"full":false,"thumbnail":false,"medium":false,"medium_large":false,"large":false,"1536x1536":false,"2048x2048":false,"authorship-box-avatar":false,"authorship-box-related":false,"authorship-post-flat":false,"authorship-post-cards":false,"authorship-post-thumbs":false},"uagb_author_info":{"display_name":"Dave Cornell (PhD)","author_link":"https:\/\/helpfulprofessor.com\/author\/dave-cornell-phd\/"},"uagb_comment_info":0,"uagb_excerpt":"Parallel Play Examples 1. Building with Blocks In a classroom, two toddlers sit next to each other, each with their own set of building blocks. One child might build a tower while the other constructs a bridge. They don’t directly communicate but occasionally glance at each other’s creations. 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