Observation Guidelines: Observing the Social Aspects of Young Children's Play

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Unoccupied Behavior

Look For:

• Failure to engage in any activity, either with or without another individual
• Aimless wandering
• Quiet sitting and staring

Example:

During free-play time, Donald often retreats to a corner of the play yard, where he sits quietly either running his fingers through the dirt or staring off into space.

Implication:

Try to engage the child with intriguing toys or other objects, or with a small-group activity. Consult with a specialist if unoccupied behavior is persistent and pervasive despite frequent attempts to engage the child.

Solitary Play

Look For:

• Absorption in one’s own playthings
• Apparent lack of awareness of other children’s presence

Example:

Although Laura and Erika are sitting next to each other in the sandbox, they are facing in opposite directions. Laura is digging a large hole (“to China,” she says), and Erika is making “roads” with a toy bulldozer.

Implication:

Keep in mind the value of children’s independent play. On some occasions, present new toys or games that require the participation of two or more children.

Onlooker Behavior

Look For:

• Unobtrusive observation of other children’s play activities

Example:

As three of his classmates play “store,” Jason quietly watches them from the side of the room.

Implication:

Ask the child if he or she would like to play with the other children. If so, ask the others if the onlooker might join in.

Parallel Play

Look For:

• Playing next to another child, but with little or no interaction
• Similarities in the behaviors of two or more children who are playing independently but in close proximity

Example:

Naticia and Leo are both making “skyscrapers” with wooden blocks. Sometimes one child looks at what the other is doing, and occasionally one child makes a tower similar to the other’s.

Implication:

Comment that both children are doing something similar. Suggest an enjoyable activity that incorporates what both children are doing.

Associative Play

Look For:

• Some talking and sharing of objects with another child
• Occasional comments about what another child is doing

Example:

Several children are working at the same table creating different animals from Play-Doh. They occasionally ask for a particular color (“Gimme the red”) or make remarks about others’ creations (“You made a kitty just like I did”).

Implication:

Keep in mind that associative play is often a productive way for children to get to know one another better. Once children feel comfortable together, suggest an activity that would encourage cooperative behaviors.

Cooperative Play

Look For:

• Active sharing of toys and coordination of activities
• Taking on specific roles related to a common theme

Example:

Sheldon sets up a “doctor’s office” and Jan comes to visit him with her teddy bear, who has a “sore throat.” Sheldon puts a tongue depressor to the bear’s mouth and instructs it to “Say aahh.”

Implication:

Provide a variety of toys and other objects that are best used in group play—balls, props for playing “house” and “store,” and so on.