Mildred Parten Newhall’s 6 Stages of Play in Early Years

A Comprehensive Guide for Early Years Professionals and Students

Mildred Parten Newhall’s theory of play stages introduced a new perspective on our understanding of children’s social development. Her work provides a crucial framework for Early Years professionals, educators, and students to understand and support children’s play behaviours.

Parten Newhall’s six stages of play, from unoccupied to cooperative, offer insights into children’s social growth from birth to age five. These stages shape modern Early Years practice, influencing classroom design, curriculum planning, and observation techniques.

Key concepts include:

• The progression from solitary to social play
• The role of observation in play
• The importance of all play types for development

Early Years practitioners applying Parten Newhall’s ideas can:

• Create more effective learning environments
• Support children’s social skill development
• Communicate children’s progress to parents

This article explores Parten Newhall’s life, her perspective-changing theory, and its practical applications. It examines criticisms, compares her work with other theorists, and discusses its contemporary relevance.

Delve into this comprehensive guide to enhance your understanding of children’s play and improve your Early Years practice.

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Introduction and Background to Mildred Parten Newhall’s Work

Children’s play is a window into their developing minds and social worlds. Mildred Parten Newhall, an American sociologist, pioneered the study of play behaviour in young children. Her work in the early 20th century laid the foundation for understanding the stages of social participation in play, influencing Early Years education and child development research for decades to come.

This article examines Parten Newhall’s life, her groundbreaking research on children’s play, and the lasting impact of her theories on Early Years practice and education.

Early Life and Education

• Born on 4 August 1902 in Minneapolis, Minnesota
• Completed her doctoral dissertation at the University of Minnesota in 1929
• Conducted post-doctoral research at the London School of Economics

Mildred Parten Newhall’s academic journey led her to focus on child development and social behaviour. Her doctoral dissertation, titled “An Analysis of Social Participation, Leadership, and other Factors in Preschool Play Groups”, laid the groundwork for her influential theory on the stages of play (Parten, 1929).

Professional Career

• Researcher at Yale Institute of Human Relations (1930-1936)
• Director of statistics for the Bureau of Labor Statistics (1936-1939)
• Research associate at the University of Rochester (1949-1956)

Throughout her career, Parten Newhall maintained a focus on children’s social behaviour and play patterns. Her work at various institutions allowed her to refine and expand her theories, contributing significantly to the field of child development.

Historical Context and Influences

Parten Newhall’s research took place during a time of growing interest in child psychology and development. Her work was influenced by:

• The progressive education movement
• Emerging theories in developmental psychology
• The increasing focus on early childhood education

Key influences on Parten Newhall’s thinking included:

• Jean Piaget’s cognitive development theory
• The social constructivist approach to learning
• Observational research methods in child psychology

Main Concepts and Theories

Parten Newhall is best known for her theory of the six stages of play, which she developed through detailed observations of preschool children. These stages include:

1. Unoccupied play
2. Solitary play
3. Onlooker play
4. Parallel play
5. Associative play
6. Cooperative play

Her theory suggests that children progress through these stages as they develop, moving from less to more socially engaged forms of play (Parten, 1932). This framework has provided Early Years educators with a valuable tool for understanding and supporting children’s social development through play.

Parten Newhall’s work emphasises the importance of social participation in children’s play and learning. Her research highlighted how children’s play behaviours evolve as they grow, reflecting their developing social skills and cognitive abilities.

Mildred Parten Newhall’s Key Concepts and Theories

Mildred Parten Newhall’s research on children’s play behaviour has significantly influenced our understanding of social development in early childhood. Her work provides a framework for observing and interpreting children’s social interactions during play. The cornerstone of Parten Newhall’s contributions is her theory of the six stages of play, which outlines the progression of social participation in children’s play activities.

Mildred Parten Newhall’s 6 Stages of Play

1. Unoccupied Play: Birth to 3 months. Seemingly random movements with no clear focus or objectives.
   • This earliest form of play involves infants making apparently random movements, observing their surroundings, and beginning to gain control over their bodies. It lacks social interaction and language use but is crucial for early development.
   • Example: A 2-month-old baby lying on a play mat, kicking her legs, waving her arms, and watching a mobile hanging above her cot.
     
2. Solitary Play: 3 months to 2½ years. Independent play with little interest in others.
   • During this stage, children play alone and focus intently on their own activities. They show little interest in other children or adults during play, developing concentration and independent exploration skills.
   • Example: A 18-month-old toddler sitting in the corner of a nursery, completely absorbed in stacking and knocking down a tower of blocks, oblivious to other children nearby.
     
3. Onlooker Play: 2½ to 3½ years. Observing other children’s play without joining in.
   • Children at this stage watch others play without participating. They may ask questions or make comments about the play they observe, but do not join in. This stage is crucial for learning social cues and play behaviours through observation.
   • Example: A 3-year-old standing at the edge of the sandbox, watching intently as older children build elaborate sand castles, occasionally asking questions about what they’re doing.
     
4. Parallel Play: 3½ to 4 years. Playing alongside others without direct interaction.
   • In this stage, children play near each other, often with similar toys, but do not directly interact or influence each other’s play. This marks the beginning of acknowledging peers during play and serves as a transition to more social forms of play.
   • Example: Two 3½-year-olds sitting at the same table in an Early Years setting, each building their own separate structures with Lego bricks, occasionally glancing at each other’s creations but not collaborating.
     
5. Associative Play: 4 to 4½ years. Loose organisation and shared activities without common goals.
   • Children begin to interact more directly during play, sharing materials and conversing about their activities. However, they do not yet work towards a common goal. This stage is crucial for developing social skills and communication.
   • Example: A group of 4-year-olds in the dress-up corner of a nursery, all putting on different costumes and chatting about their chosen characters, but not creating a cohesive story or game together.
     
6. Cooperative Play: 4½ years and up. Organised activities with shared goals and often assigned roles.
   • This is the most socially mature form of play, where children work together towards common goals, often taking on specific roles within their play scenarios. It develops advanced social skills, teamwork, and problem-solving abilities.
   • Example: A group of 5-year-olds playing “restaurant” in their classroom’s dramatic play area, with children taking on roles such as chef, waiter, and customers, working together to create a cohesive play scenario.

Parten Newhall’s stages provide a framework for understanding the progression of social participation in children’s play (Parten, 1932). However, it’s important to note that children may engage in different types of play depending on the context, their mood, and individual development (Parten & Newhall, 1943). Early Years professionals can use this framework to observe children’s play behaviour and support their social development through appropriate interventions and environment design.

Social Participation in Play

Parten Newhall’s research emphasised the importance of social participation in children’s play. Her work highlighted how children’s play behaviours evolve from solitary to increasingly social and cooperative forms as they develop (Parten, 1933).

Key findings:

• Play becomes more social as children grow older
• Social play contributes to cognitive and emotional development
• Observing play patterns can provide insights into a child’s social development

Relationships Between Concepts

Parten Newhall’s stages of play are interconnected and build upon each other. Each stage represents a progression in social skills and cognitive development. For example, the observational skills developed during onlooker play contribute to the more interactive behaviours seen in associative and cooperative play.

Developmental Progression

While Parten Newhall’s theory suggests a linear progression through the stages, modern interpretations acknowledge that children may engage in different types of play depending on the context and their individual development (Parten & Newhall, 1943).

Factors influencing progression:

• Age
• Individual temperament
• Environmental factors
• Previous play experiences

Parten Newhall’s work provides Early Years educators with a valuable framework for understanding and supporting children’s social development through play. By recognising these stages, practitioners can create environments and activities that encourage appropriate social interactions and support children’s progress through the stages of play.

Mildred Parten Newhall’s Contributions to the Field of Education and Child Development

Impact on Educational Practices

Mildred Parten Newhall’s work on the stages of play has significantly influenced Early Years education. Her theories have shaped how educators approach play-based learning and social development in young children.

Classroom organisation: Many Early Years settings now design their spaces to accommodate different types of play. For example, a nursery might have:

• A quiet corner for solitary play
• Open areas for parallel and associative play
• Dramatic play areas to encourage cooperative play

Observation techniques: Parten Newhall’s framework provides educators with a tool for observing and assessing children’s social development. Teachers use her stages to identify where children are in their social development and plan appropriate interventions (Parten, 1933).

Play-based curriculum: Her work has contributed to the widespread adoption of play-based learning in Early Years education. For instance, the Early Years Foundation Stage (EYFS) in England emphasises the importance of play in children’s learning and development, reflecting Parten Newhall’s insights (Department for Education, 2021).

Shaping our Understanding of Child Development

Parten Newhall’s research has deepened our understanding of social development in young children. Her work highlights the progression from solitary to cooperative play as a key aspect of child development.

Social skills development: The stages of play provide a framework for understanding how children develop social skills. For example, the transition from parallel play to associative play marks an important step in a child’s ability to interact with peers.

Cognitive development: Parten Newhall’s work has shown how different types of play contribute to cognitive development. For instance, cooperative play involves problem-solving and negotiation skills, contributing to cognitive growth.

Individual differences: Her research has helped educators recognise that children progress through play stages at different rates. This understanding has led to more individualised approaches in Early Years education.

Relevance to Contemporary Education

Parten Newhall’s ideas continue to influence contemporary Early Years practice and research.

Technology integration: Her stages of play are being applied to understand children’s interactions with digital technology. For example, researchers have observed patterns similar to Parten Newhall’s stages in children’s use of tablet computers in Early Years settings (Arnott, 2016).

Inclusive practices: The stages of play framework helps educators support children with diverse needs. For instance, a child with autism spectrum disorder might be encouraged to progress from onlooker play to parallel play through carefully structured activities.

Parent education: Parten Newhall’s work informs parent education programmes. Parents are taught about the importance of different types of play and how to support their child’s social development through play.

Research foundation: Contemporary researchers continue to build on Parten Newhall’s work. For example, recent studies have explored how her stages of play manifest in different cultural contexts (Gaskins, 2014).

Parten Newhall’s contributions have had a lasting impact on Early Years education and our understanding of child development. Her work continues to inform practice and research, demonstrating its enduring relevance in contemporary education.

Criticisms and Limitations of Mildred Parten Newhall’s Theories and Concepts

Mildred Parten Newhall’s work on the stages of play has significantly influenced our understanding of child development. However, like all theories, it has faced criticisms and limitations. Examining these critiques provides a more comprehensive view of Parten Newhall’s ideas and their application in Early Years settings.

Criticisms of Research Methods

• Limited sample size: Parten Newhall’s original study involved observations of only 42 children (Parten, 1932). This small sample size raises questions about the generalisability of her findings to broader populations.
• Narrow demographic: The study participants were predominantly from middle-class, white American families. This lack of diversity limits the applicability of the findings to children from different cultural and socioeconomic backgrounds.
• Short observation periods: Parten Newhall’s observations were conducted in brief, one-minute intervals. Critics argue that these short periods may not capture the full complexity of children’s play behaviours.

Challenges to Key Concepts

• Rigid stage progression: Some researchers challenge the idea that children progress through play stages in a fixed, linear manner. For example, a study by Rubin et al. (1976) found that children often engage in multiple types of play within a single play session.
• Underemphasis on individual differences: Parten Newhall’s theory does not fully account for individual variations in play preferences and development. Some children may prefer solitary play even at older ages, which doesn’t necessarily indicate delayed social development.
• Limited focus on cognitive aspects: Critics argue that Parten Newhall’s stages focus primarily on social aspects of play, potentially overlooking important cognitive developments that occur during play (Rubin, 2001).

Contextual and Cultural Limitations

• Cultural bias: Parten Newhall’s theory was developed based on observations of American children. Researchers have found that play behaviours can vary significantly across cultures (Gaskins, 2014).
• Historical context: The theory was developed in the 1930s, and social norms and child-rearing practices have changed significantly since then. This raises questions about the theory’s relevance in contemporary settings.
• Environmental factors: The theory doesn’t fully address how different play environments might influence children’s play behaviours. For instance, the availability of toys or the layout of play spaces can significantly impact how children engage in play.

Addressing Criticisms and Limitations in Practice

Despite these criticisms, Parten Newhall’s work remains valuable in understanding children’s social development through play. Early Years professionals can address these limitations by:

1. Using the stages as a flexible guide rather than rigid categories
2. Considering individual differences and cultural backgrounds when observing play
3. Incorporating more recent research on play and social development

For example, an Early Years practitioner might use Parten Newhall’s stages to inform their observations but also consider factors such as the child’s home environment, cultural background, and individual temperament when interpreting play behaviours.

By acknowledging these limitations and adopting a more holistic approach, Early Years professionals can use Parten Newhall’s insights as a starting point for understanding and supporting children’s play and social development.

Practical Applications of Mildred Parten Newhall’s Work

Translating Parten Newhall’s stages of play into practical strategies enhances Early Years practice. This section explores applications in curriculum design, classroom management, and family engagement. Implementing these ideas promotes children’s social development and learning through play.

Application in Curriculum and Lesson Planning

• Diverse play spaces: Create areas that cater to different play stages. For example, include quiet corners for solitary play and larger open spaces for cooperative play.
• Rotating activities: Plan a mix of activities that support various play stages. This might involve setting up a sensory bin for parallel play one day and a group art project for cooperative play the next.
• Scaffolded play experiences: Design activities that gently encourage children to progress through play stages. For instance, introduce a simple board game to promote the transition from parallel to associative play.
• Observation-based planning: Use Parten Newhall’s framework to observe children’s play and plan activities that support their current stage while encouraging progression (Parten, 1933).

Strategies for Classroom Management and Interaction

• Facilitating transitions: Help children move between play stages by modelling and encouraging different types of play. For example, join a child engaged in solitary play and gradually introduce parallel play activities.
• Supporting social skills: Use cooperative play activities to teach turn-taking, sharing, and conflict resolution. A group cooking activity, for instance, provides opportunities to practice these skills.
• Respecting individual preferences: Recognise that some children may prefer solitary or parallel play. Provide opportunities for these types of play alongside more social activities.
• Peer mentoring: Encourage older or more socially adept children to engage in cooperative play with those at earlier play stages, fostering peer learning and social development.

Engaging Families and Communities

• Parent education: Organise workshops to explain Parten Newhall’s stages of play and their importance in child development. This helps parents understand and support their child’s play at home.
• Play diaries: Encourage parents to keep play diaries, noting the types of play their child engages in at home. This promotes awareness of play stages and creates a dialogue between home and the Early Years setting.
• Community play events: Organise community events that showcase different types of play. This might include a ‘play day’ where families can engage in activities representing each play stage.
• Cultural considerations: Adapt play activities to reflect the diverse cultural backgrounds of children and families in the setting. This ensures that all children can engage meaningfully with play experiences.

Overcoming Challenges and Barriers to Implementation

• Resource constraints: Address limited resources by creating multi-purpose play areas that can be easily reconfigured for different types of play. For example, a dramatic play area can be adapted for both parallel and cooperative play.
• Time management: Integrate observations of play stages into daily routines rather than treating them as separate tasks. This makes the process more efficient and sustainable.
• Staff training: Provide ongoing professional development on Parten Newhall’s theory and its practical applications. This ensures all staff members can effectively implement the approach.
• Balancing structure and flexibility: While planning based on play stages, remain flexible to accommodate children’s changing interests and needs. This balance supports both intentional teaching and child-led learning.

By applying Parten Newhall’s ideas creatively and flexibly, Early Years professionals can create rich play environments that support children’s social development. These practical applications demonstrate the enduring relevance of Parten Newhall’s work in contemporary Early Years settings.

Comparing Mildred Parten Newhall’s Ideas with Other Theorists

Understanding how Parten Newhall’s work relates to other child development theories provides a broader context for Early Years practice. This section compares her ideas with those of Jean Piaget, Lev Vygotsky, and Erik Erikson. Examining these connections deepens our understanding of child development and informs more effective Early Years practices.

Comparison with Jean Piaget

Jean Piaget, a Swiss psychologist, developed the theory of cognitive development, emphasising how children’s thinking evolves through distinct stages.

Similarities:

• Developmental stages: Both Parten Newhall and Piaget proposed that children progress through distinct stages of development.
• Observation-based research: Both theorists relied heavily on observational methods to develop their theories.

Differences:

• Focus of development: Parten Newhall concentrates on social aspects of play, while Piaget emphasises cognitive development.
• Age ranges: Parten Newhall’s stages cover a narrower age range (birth to 4½ years) compared to Piaget’s broader stages (birth to adolescence).

For example, Parten Newhall’s cooperative play stage (4½ years and up) aligns with Piaget’s preoperational stage (2-7 years), where children develop symbolic thinking and engage in more complex social interactions (Piaget, 1952).
Read our in-depth article on Jean Piaget here.

Comparison with Lev Vygotsky

Lev Vygotsky, a Soviet psychologist, developed the sociocultural theory of cognitive development, emphasising the role of social interaction in learning.

Similarities:

• Social interaction: Both theorists highlight the importance of social interaction in child development.
• Progressive development: Both view development as a progression towards more complex forms of behaviour or thinking.

Differences:

• Role of adults: Vygotsky emphasises the role of adult guidance more than Parten Newhall, who focuses primarily on peer interactions.
• Cultural context: Vygotsky places greater emphasis on cultural influences on development than Parten Newhall.

For instance, Vygotsky’s concept of the Zone of Proximal Development aligns with the progression through Parten Newhall’s play stages, where children’s capabilities expand through social interaction (Vygotsky, 1978).
Read our in-depth article on Lev Vygotsky here.

Comparison with Erik Erikson

Erik Erikson, a German-American psychologist, developed the theory of psychosocial development, focusing on how social relationships influence personality development.

Similarities:

• Social focus: Both theorists emphasise the importance of social interactions in development.
• Stage-based approach: Both propose that development occurs through distinct stages.

Differences:

• Scope: Erikson’s theory covers the entire lifespan, while Parten Newhall focuses on early childhood.
• Psychological emphasis: Erikson’s theory addresses psychological conflicts, while Parten Newhall concentrates on observable play behaviours.

Erikson’s stage of Initiative vs. Guilt (3-5 years) corresponds with Parten Newhall’s later play stages, where children begin to engage more actively with peers (Erikson, 1950).
Read our in-depth article on Erik Erikson here.

Synthesis and Implications for Practice

Understanding these comparisons enables Early Years professionals to:

1. Recognise the interplay between social, cognitive, and emotional development
2. Design activities that support multiple aspects of development simultaneously
3. Appreciate the role of both peer interactions and adult guidance in learning

For example, an Early Years practitioner might use Parten Newhall’s stages to structure play activities, while drawing on Vygotsky’s ideas to guide their interactions with children during these activities.

Limitations and Challenges of Comparing Theorists

Comparing theories presents challenges:

• Historical context: These theories were developed in different eras, reflecting varying social and cultural norms.
• Disciplinary differences: Each theorist approached child development from a different disciplinary perspective, making direct comparisons complex.
• Oversimplification: Comparisons risk oversimplifying nuanced ideas and losing important details.

Early Years professionals benefit from approaching these comparisons critically, recognising that each theory offers valuable insights while acknowledging their limitations.

Mildred Parten Newhall’s Legacy and Ongoing Influence

Mildred Parten Newhall’s work on the stages of play has left an indelible mark on child development research and Early Years practice. Her insights continue to shape contemporary research, educational policy, and professional practice. Understanding this legacy helps Early Years professionals and students appreciate the historical context and ongoing relevance of Parten Newhall’s contributions.

Impact on Contemporary Research

• Play behaviour studies: Parten Newhall’s framework continues to inform research on children’s play behaviours. For example, a study by Xu (2010) used Parten Newhall’s categories to examine play patterns in Chinese and American preschoolers, revealing cultural differences in social play preferences.
• Social development research: Her work has inspired investigations into the relationship between play and social development. A longitudinal study by Howes and Matheson (1992) found correlations between early social play experiences and later social competence, building on Parten Newhall’s foundational work.
• Digital play research: Researchers have applied Parten Newhall’s framework to understand children’s interactions with digital technologies. A study by Arnott (2016) observed patterns similar to Parten Newhall’s stages in children’s use of tablet computers in Early Years settings.

These studies have deepened our understanding of play’s role in social development across different contexts and technologies, informing more nuanced approaches to supporting children’s play in Early Years settings.

Influence on Educational Policy and Curriculum

• Play-based learning policies: Many national early childhood curricula, such as the Early Years Foundation Stage in England, emphasise the importance of play in learning, reflecting Parten Newhall’s insights (Department for Education, 2021).
• Observation frameworks: Parten Newhall’s stages have been incorporated into observation and assessment tools used in Early Years settings. For instance, the High/Scope Child Observation Record includes categories based on her work (High/Scope Educational Research Foundation, 2003).
• Inclusive education guidelines: Her work has informed policies promoting inclusive play environments. The Division for Early Childhood of the Council for Exceptional Children recommends using Parten Newhall’s framework to support social inclusion of children with disabilities (DEC, 2014).

These policy applications have helped institutionalise the importance of diverse play experiences in Early Years education, although challenges remain in fully implementing play-based approaches within increasingly academic-focused curricula.

Ongoing Relevance for Professional Practice

• Classroom design: Early Years professionals use Parten Newhall’s stages to inform classroom layout, creating spaces that support different types of play. For example, providing quiet corners for solitary play alongside larger areas for cooperative activities.
• Activity planning: Educators draw on her framework to plan a balance of activities supporting different play stages. This might involve scheduling both individual and group projects throughout the day.
• Social skills intervention: Practitioners use Parten Newhall’s stages as a guide for supporting children’s social development. For instance, gradually encouraging a child who prefers solitary play to engage in parallel play activities.

These applications demonstrate how Parten Newhall’s work continues to provide practical guidance for supporting children’s social development through play.

Current Developments and Future Directions

While Parten Newhall’s work remains influential, contemporary researchers have identified areas for further development:

• Cultural variations: Recent studies highlight the need to consider cultural differences in play behaviours, expanding on Parten Newhall’s Western-centric observations (Gaskins, 2014).
• Neurodevelopmental perspectives: Emerging research in neuroscience offers opportunities to explore the neurological basis of social play development, potentially refining Parten Newhall’s stage theory (Pellis & Pellis, 2007).
• Digital play integration: As digital technologies become more prevalent in children’s lives, there’s a need to explore how Parten Newhall’s stages manifest in digital play contexts (Edwards, 2016).

These developments invite Early Years professionals to engage critically with Parten Newhall’s ideas, adapting and extending them to meet the evolving needs of contemporary children and educational contexts.

Conclusion

Mildred Parten Newhall’s work on the stages of play has profoundly influenced our understanding of child development and Early Years education. Her research identified six distinct stages of play, from unoccupied play to cooperative play, providing a framework for observing and supporting children’s social development. Parten Newhall’s contributions have shaped play-based learning approaches and informed Early Years practice for nearly a century.

The practical implications of Parten Newhall’s ideas for Early Years professionals are significant:

• Curriculum design: Structuring learning environments to support various play stages
• Observation techniques: Using the play stages as a framework for assessing children’s social development
• Intervention strategies: Tailoring support to help children progress through play stages

Applying these ideas in Early Years settings promotes children’s social skills, cognitive development, and overall well-being. For example, creating spaces for both solitary and cooperative play supports children at different developmental stages.

While Parten Newhall’s work remains valuable, critical engagement with her ideas is essential:

• Cultural considerations: Recognising that play behaviours may vary across cultures
• Individual differences: Acknowledging that children may not progress linearly through play stages
• Contemporary contexts: Adapting the theory to include digital play and modern learning environments

Early Years professionals are encouraged to view Parten Newhall’s work as a foundation for ongoing learning and reflection. Staying informed about current research, such as studies on cultural variations in play (Gaskins, 2014) or digital play behaviours (Arnott, 2016), enhances the application of her ideas in contemporary settings.

Early Years practitioners and students are invited to:

• Apply and adapt: Use Parten Newhall’s framework while tailoring it to specific contexts
• Observe and reflect: Regularly assess how children engage in different types of play
• Share and innovate: Contribute to the field by sharing insights and developing new approaches

Parten Newhall’s enduring legacy offers a valuable lens for understanding and supporting children’s play. By engaging critically with her ideas and combining them with contemporary research, Early Years professionals can continue to enhance children’s learning and development through play.

Frequently Asked Questions

How Can I Encourage Cooperative Play in My Early Years Setting?

Encouraging cooperative play involves:

1. Creating opportunities for group activities
2. Modelling collaborative behaviours
3. Providing open-ended materials that promote shared play

Strategies include:

• Setting up dramatic play areas with multiple roles
• Introducing group projects like building a large structure together
• Facilitating group games that require teamwork

Remember, children progress through play stages at different rates. Offer a mix of activities supporting various play types to accommodate all developmental levels.

Is Solitary Play a Sign of Developmental Delay?

Solitary play is not inherently a sign of developmental delay. It’s a normal stage in Parten Newhall’s framework, typically observed in children aged 3 months to 2½ years (Parten, 1932). However:

• Persistent solitary play in older children may warrant further observation
• Individual differences mean some children naturally prefer solitary play
• Cultural factors can influence play preferences

Early Years professionals should consider the child’s overall development, not just their play behaviour, when assessing potential delays.

How Does Parten Newhall’s Theory Apply to Children with Special Educational Needs?

Parten Newhall’s theory can be applied to children with Special Educational Needs (SEN), but requires thoughtful adaptation:

1. Recognise individual differences: Children with SEN may progress through play stages at different rates
2. Focus on strengths: Use the child’s preferred play style as a starting point for development
3. Scaffold social interactions: Provide structured opportunities for peer interaction

For example, a child with autism who prefers solitary play might be gradually introduced to parallel play activities with a supportive adult present.

What Role Does Technology Play in Parten Newhall’s Stages of Play?

While Parten Newhall’s theory predates modern technology, researchers have applied her framework to digital play:

• Digital solitary play: A child playing an individual game on a tablet
• Digital parallel play: Children using separate devices side by side
• Digital cooperative play: Multiplayer online games or collaborative digital projects

Arnott (2016) found that children’s interactions with technology often mirror traditional play stages. Early Years settings can incorporate technology thoughtfully to support various play types.

How Can I Use Parten Newhall’s Theory to Communicate with Parents About Their Child’s Development?

Parten Newhall’s theory provides a framework for discussing social development with parents:

1. Explain the stages: Provide a simple overview of the six play stages
2. Share observations: Describe the types of play you’ve observed in their child
3. Highlight progress: Discuss how their child has moved between play stages over time

Emphasise that:

• Each child develops differently
• All types of play are valuable for development
• Parents can support play at home by providing diverse play opportunities

This approach helps parents understand their child’s social development in the context of a widely recognised framework.

Can Parten Newhall’s Theory Be Applied to Outdoor Play?

Parten Newhall’s theory is applicable to outdoor play environments:

• Unoccupied and solitary play: Providing sensory experiences like sand or water play
• Parallel play: Offering multiple similar resources, like individual gardening plots
• Associative and cooperative play: Creating spaces for group games or large-scale construction projects

Outdoor settings often provide rich opportunities for diverse play types. For example, a playground might include quiet corners for solitary play alongside open areas for cooperative games.

How Does Parten Newhall’s Theory Relate to Language Development?

While Parten Newhall focused on social aspects of play, her stages align with language development:

1. Solitary play: Often involves self-talk, building vocabulary
2. Parallel play: Children may engage in similar language activities side by side
3. Associative and cooperative play: Require increasing verbal communication skills

Early Years professionals can support language development by:

• Narrating children’s play across all stages
• Introducing new vocabulary related to play activities
• Encouraging verbal interactions during group play

This approach integrates language support into the natural progression of play stages.

What Was Mildred Parten Newhall’s Theory?

Mildred Parten Newhall’s theory describes the progression of social interaction in children’s play. Her research identified six distinct stages of play, ranging from non-social to highly social forms:

1. Unoccupied play
2. Solitary play
3. Onlooker play
4. Parallel play
5. Associative play
6. Cooperative play

Key aspects of the theory include:

• Observation-based: Developed through detailed observations of preschool children
• Social development focus: Emphasises increasing levels of social interaction
• Age-related progression: Suggests children move through stages as they mature

Parten Newhall’s work provides a framework for understanding and supporting children’s social development through play (Parten, 1932).

What Are the Six Stages of Parten Newhall’s Stages of Play?

Parten Newhall identified six stages of play, each representing a different level of social interaction:

1. Unoccupied play (Birth – 3 months): Random movements, lack of clear focus
2. Solitary play (3 months – 2½ years): Independent play with little interest in others
3. Onlooker play (2½ – 3½ years): Observing other children’s play without joining
4. Parallel play (3½ – 4 years): Playing alongside others without direct interaction
5. Associative play (4 – 4½ years): Loose organisation, shared activities without common goals
6. Cooperative play (4½ years and up): Organised activities with shared goals

It’s important to note:

• Age ranges are approximate: Children may progress at different rates
• Stages are not strictly linear: Children may engage in different types of play depending on context
• All stages contribute to development: Each type of play has value for children’s learning and growth

Early Years professionals can use this framework to observe and support children’s play across various developmental stages.

References

• Arnott, L. (2016). An ecological exploration of young children’s digital play: Framing children’s social experiences with technologies in early childhood. Early Years, 36(3), 271-288.
• Department for Education. (2021). Statutory framework for the early years foundation stage. GOV.UK.
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• Edwards, S. (2016). New concepts of play and the problem of technology, digital media and popular-culture integration with play-based learning in early childhood education. Technology, Pedagogy and Education, 25(4), 513-532.
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Further Reading and Research

Recommended Articles

• Brodie, K (2024). Types and Stages of Play in the Early Years. Early Years TV https://www.earlyyears.tv/types-and-stages-of-play-in-the-early-years
• Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199-207.
• Coplan, R. J., Rubin, K. H., & Findlay, L. C. (2006). Social and nonsocial play. In D. P. Fromberg & D. Bergen (Eds.), Play from birth to twelve: Contexts, perspectives, and meanings (2nd ed., pp. 75-86). Routledge.
• Fleer, M. (2015). Pedagogical positioning in play – teachers being inside and outside of children’s imaginary play. Early Child Development and Care, 185(11-12), 1801-1814.
• Lillard, A. S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157-186.

Recommended Books

• Broadhead, P., Howard, J., & Wood, E. (2010). Play and learning in the early years: From research to practice. SAGE Publications.
  • Explores the importance of play in early childhood education and provides practical strategies for incorporating play-based learning in educational settings.
• Moyles, J. (2010). The excellence of play (3rd ed.). Open University Press.
  • Offers a comprehensive overview of play in early childhood, including its role in learning and development, and provides guidance for practitioners.
• Smith, P. K. (2009). Children and play: Understanding children’s worlds. Wiley-Blackwell.
  • Provides an in-depth examination of children’s play, its developmental significance, and its role across different cultures.
• Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications.
  • Explores the relationship between play and learning in early childhood education, offering practical advice for curriculum design and implementation.

Recommended Websites

• Early Childhood Australia: Play-Based Learning Resources https://www.earlychildhoodaustralia.org.uk/our-resources/play-based-learning/
  • Offers a range of resources, articles, and practical guides on implementing play-based learning in early childhood settings.
• National Association for the Education of Young Children (NAEYC): Play https://www.naeyc.org/resources/topics/play
  • Provides articles, position statements, and practical resources on the importance of play in early childhood education.
• Play Scotland https://www.playscotland.org/
  • Offers research, policy information, and resources promoting the importance of play for children’s development and wellbeing.
• The British Association for Early Childhood Education https://www.early-education.org.uk/
  • Provides resources, research, and professional development opportunities for early years practitioners, with a strong focus on play-based learning.

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(Accessed: 10 December 2024).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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