Mildred Parten

Connection with Learning Framework

Outcome 1. Children have a strong sense of identity.

Organize learning environments in ways that promote small group interactions and play experiences

Outcome 2. Provide children to access to a range of natural materials in their environment

Outcome 4. Provide learning environment that are flexible and open ended

Practice

Play games where children will interact and often share materials or toys

Set up environments for three or more children to play at the same time with the same equipment or toys

Two or more children playing with blocks building the same thing, talking with each other but not working together to create something.

Example

5. Associative play

It is described as a common among three- and especially four-year-old's play. The child is still focused on a separate activity but there is a considerable amount of sharing, lending, taking turns, and attending to the activities of one's peers.

Connection with Learning Framework

Outcome 1.

Model explicit communication strategies to support children initiate interactions and join in play and social experiences in ways that sustain productive relationships with other children

Outcome 2.

Promote a sense of community within the early childhood setting

Plan opportunities for children to participate in meaningful ways in group discussion and shared decision making about rules and expectation

Practice

6. Cooperative play

Plan games to encourage team-work, creative thinking, problem solving, and helps players realize that everyone can win.  

Role games, the teacher, the policemen, doctor

Balloon keep up. Children work together to keep one or more balloons up in the air so they do not fall to the floor.

It is described as a high level of play that represents the child's social and cognitive maturity. The children can organize their play and/or activity cooperatively with a common goal and be able to differentiate and assign roles.

Connection with Learning Framework

Outcome 1. Children have a strong sense of identity.

Provide opportunities for children to engage independently with tasks and play

Organize learning environments in ways that promote small group interactions and play experiences

Outcome 2. Provide children to access to a range of natural materials in their environment

Outcome 4.

Provide learning environment that are flexible and open ended

Practice

Set up environments with enough equipment and toys for every child in the room or almost for two children to play at the same time

A child is playing with blocks, stacking and knocking them down. Beside him is another child doing the same thing, however they are not interacting or sharing blocks. They are engaged in their own, similar, activity but not actually playing together.

Example

References

Keenan, T & Evans, S. (2009), An Introduction to child development, Sage Publications Ltd.,

Malim, T & Birch, A (1998), Introductory Psychology, Palgrave MacMillan, GB.

Isenberg, P & Jalongo M. (2001), Creative Expression and Play in Early Childhood, 3rd edition, Merrill Prentice Hall, OH.

Stonehouse, A. (2002), The NSW Curriculum Framework for children services, Department of Community Services, Office of Child Care, NSW.

Ehowmom 2013, Stage of play in child development, viewed 11 April 2013, <http://www.ehow.com/list_6571381_stages-play-child-development.html#page=0>

Connection with Learning Framework

Thank you

4. Parallel play

For educators

The child plays independently at the same activity, at the same time, and in the same place. The child is aware of the presence of peers but each child plays separately

Outcome 1.

Provide time and space for children to engage in both individual and collaborative pursuits

Initiate one to one interactions with children, particularly babies and toddlers, during daily routine

Outcome 2.

Encourage children to listen to others and to respect diverse perspectives

Outcome4.

* Model inquiry processes, including wonder, curiosity and imagination, try new ideas and take on challenges.

Practice

Provide more open areas

Leave the child to move around with any specific activity

When the child is watching big kids playing in the playground in order to learn the politics of the space

* Designing environments so that children can access materials independently

* Provide children with numerous opportunities to touch, explore and manipulate (play with) different materials

* Encouraging toddlers to pull up their own pants after nappy changing (routine care)

* Allowing toddlers to put on their own shoes (routine care)

Example

3. Onlooker play

Connection with Learning Framework

A child simply observes other children playing and doesn't partake in the action.

Outcome 1. Children have a strong sense of Identity.

Acknowledge and understand that children construct meaning in many different ways.

Listen to and learn about children’s understanding of themselves

Outcome 3. Children have a strong sense of well being.

Show genuine affection, understanding and respect for all children

Plan for and participate in energetic physical activity with children, including dance, drama, movement and games.

Outcome 4. Children are confident and involved learners.

Provide babies and toddlers with resources that offer challenge, intrigue and surprise, support their investigations and share their enjoyment.

Example.

If you give the child a toy to interact with, the child will play alone with this toy for a while, engaged with what they're given for a little space of time.

EXAMPLE

Connection with Learning Framework

1. Unoccupied play

When the child can shimmy the whole body all around the play mat

Outcome 1. Children have a strong sense of identity.

Provide opportunities for children to engage independently with tasks and play

Organize learning environments in ways that promote small group interactions and play experiences

Outcome 2. Children are connected with and contribute to their world.

Plan experiences and provide resources that broaden children perspectives and encourage appreciation of diversity

Outcome 4. Children are confident and involved learners.

* Plan learning environments with appropriate levels of challenge where children are encouraged to explore, experiment and take appropriate risk in their learning.

( 0 to 1,8 months) The term unoccupied play refers to activity when a child actually isn't playing at all. He may be engaged in seemingly random movements, with no objective. Play involves using hands, feet and mouth. Despite appearances, this is definitely play and setting the stage for future play exploration.

2. Solitary play

( 1,8 to 3 years old) Infants tend to play by themselves totally unaware of others around them. They will move quite quickly from one activity to another.

Practice

*

* Show the baby how you clap hands, wriggle fingers,

twirl, and bob up and down.

* Foot Tapping Lie the baby safely on their back.

* Hold the baby in front of a mirror so they can

explore what they look like

1. Unoccupied play

2. Solitary play

3. Onlooker play

4. Parallel play

5. Associative play

6. Cooperative play

Mildred Parten Theory

In 1932 Mildred B. Parten developed a system for classifying children’s participation in play. Parten focussed on the different types of social play for social development. In her research she discovered that children of different ages actually played together differently. They were capable of different levels or categories of social play

The organization that Mildred proposed is still considered one of the best descriptions of how children develop in their play.