Play is of an enormous importance in a young child’s life. Through play the child’s social and motor skills develop greatly. Three forms of social play have been identified as parallel play, associative play, and cooperative play (Belkin & Faw, 1980, p. 340).

The child starts out at a young age enjoying their play with themselves rather than people (Gibson, J.T., 1978, p. 300). Toddlers then play house with their dolls and stuffed animals. When the child engages human peers instead of toy objects in play this is the start of social play (Gibson, J.T., 1978, p. 300). Through this development comes aspect of parallel play. Here this child may play alongside a fellow peer, but they may be engaging in two completely different activities (Belkin & Faw, 1980, p. 340). Side by side the children play, observing each other and enjoying the fact that they are present with that peer, while not directly interacting with them. At two years of age a child with participate in parallel play (Gibson, J.T., 1978, p. 300).

Associative play proceeds parallel play starting at age three. The children play in groups with the same toys as their peers, but each child uses the materials in very different ways (Belkin & Faw, 1980, p. 340). When asking a child engaged in associative play to describe his activity, he often times describes a totally different activity then the other children (Belkin & Faw, 1980, p. 341). A major part of associative play is imitation. A younger child will see an older child playing with materials and soon many of the younger children will be wanting be involved as well (Gibson, J.T., 1978, p. 301). In essence, children want to play together at the same activity; they just do not coordinate the activities together (Belkin & Faw, 1980, p. 341).

The last form of play occurs at the age of four and is categorized as cooperative play. Taking turns and helping peers is a key point in this form of play. Children learn to push each other on the swing and take turns being the “mommy” or “daddy” while playing house (Gibson, J.T., 1978, p. 301). A teeter-totter is an excellent example of cooperative pay where two children are engaging in an activity that provides a need for both of them. Cooperation is a major step in the social development of young children (Belkin & Faw, 1980, p. 341).

Through developing and progressing through these stages, a child will be better equipped to enter school where the social interactions of that child are at a higher importance.

Play is an essential part of everyday classroom. The program that Mrs. Pokorski runs dedicates 45 min. of her 2-1/2 hour program to play. This includes free choice play. Many times the girls would play with the housekeeping set, spend time writing, and playing with the play-dough. The boys tended to play with the blocks, spend time at the sensory table and sometimes the housekeeping set. In order to help children learn as they play, she would use parachute activities working their motor skills and promoting teamwork. Also music and movement or dancing play helps children learn and have fun. This develops listening skills for directions, language skills, and large motor skills. Another activity is singing songs or poetry. Any thing could be used in a poem such as, teaching numbers, alphabet, seasons, body parts, etc. Many things can be disguised in fun but also help the students.

Much of my program as a teacher will be play. This is the main way the students get socialization with other children, learn, and develop. I will have different centers such as sensory table, kitchen set, blocks, and a game going on in the middle of the circle. I will have many options for the children that will enhance in different aspects of the child’s life. Play is the universal language of children. Communication is emphasized and friendships are made for a lifetime.