Social
development
during early
childhood: Play
(Unit 4 continued)
• Play is a key part of early childhood and supports many areas of a child’s
development. This period is often called "the play years" because play is such a
central activity during this stage.
• Play boosts physical development, especially through active games like
The running, wrestling, or playing sports. These activities help the brain grow and
improve movement skills.
importance • It also supports thinking and learning. Children who play often tend to do better
in areas like language, creativity, visual-spatial tasks, and problem-solving.
of play in
• Social skills are also shaped through play. While playing, young children learn
how to cooperate, share, negotiate, and understand each other’s feelings. This
helps them make friends and fit in socially.
early • Play also satisfies a child’s curiosity. It encourages exploration and helps
children discover new things about their environment.
childhood • Another benefit is that it builds language and communication. When children
make up games, set rules, or take on different roles, they practice using
language, which strengthens their vocabulary and literacy.
• Finally, play has a healing role. Psychologists like Freud and Erikson believed
play helps children cope with stress and emotional conflict. In therapy, play is
often used to help children express emotions they can’t easily put into words.
Types of play in
preschool years
Children engage in different kinds of play during early childhood, and
each type supports a specific area of their development.
• Functional play is simple and repetitive. It includes activities like
jumping, rolling a ball, or moving a toy car back and forth. It doesn’t
aim to create anything but helps develop both large and small muscle
skills.
• Constructive play involves building or creating something. Think of
stacking blocks to make a tower or shaping clay into a house. This type
of play strengthens hand-eye coordination and thinking skills like
problem-solving.
• Social pretend play (also called fantasy or socio-dramatic play) is
when children use their imagination to act out roles and stories. For
example, they might pretend a stick is a horse or play “house” by
taking on roles like mom, dad, or baby. This kind of play helps children
learn to take on different perspectives, use symbols, and
communicate effectively with others.
• Games with rules, such as hide-and-seek or hopscotch, help
children learn how to follow rules, take turns, and understand others’
viewpoints—all important social and thinking skills.
A well-known researcher, Mildred
Parten, studied how play
develops in stages. She found
that young children start with
Development of solitary play (playing alone), then
move to parallel play (playing
play through next to others without
different stages interacting), and eventually
progress to cooperative play,
where they actively play
together—sharing, helping, and
planning as a group.
Solitary play
Parents sometimes worry when their preschool child
prefers to play alone. However, playing alone is
completely normal for young children and is often a
positive and creative activity. Only in extreme
cases—such as when a child aimlessly wanders,
stays unusually close to other children without
joining in, or repeats odd movements—might there
be a reason for concern.
Imaginary friends
• Another common question parents have is
about imaginary friends. These are made-up
companions who are very real to the child,
often with names and personalities. They may
even be animals like a dog or cat. About half of
all young children create imaginary friends, and
this is considered a normal and healthy part of
fantasy play.
• Imaginary friends are often invented for
comfort—someone who’s always there and
easy to get along with. Sometimes, children
also blame their imaginary friend for mischief or
rule-breaking. Some people think children with
imaginary friends are more confused or lonely,
but research does not support this.
Possible benefits of an imaginary friend
Children who create imaginary friends often show several unique strengths:
• Increased creativity: Imaginary friends come from a child’s imagination, which helps them
think more creatively and express original ideas.
• Better social awareness: These children are usually good at understanding how others feel
because they practise seeing the world from different perspectives during pretend play.
• Confidence and leadership: Pretending gives children full control of the situation, which
can build independence, self-confidence, and even leadership skills.
• Stronger abstract thinking: Acting out imaginary scenarios helps children think in more
complex, symbolic ways—an important skill for problem-solving and learning.
• Improved vocabulary: Kids with imaginary friends often talk more and feel free to try new
words, which strengthens their language skills.
• Emotional expression: These made-up companions give children a safe space to talk
about feelings or worries they may not want to share with others.
The role of toys
• Parents often worry about the types
and number of toys their children
have. Research shows that while toys
do support development, what
matters most is how they’re used and
the interaction they encourage.
The role of toys (continued)
• Toys support many types of growth: Toys can boost thinking, creativity, imagination, and social skills. For
example, blocks encourage problem-solving and maths skills, while dress-up clothes promote pretend play
and language development. Art supplies foster creativity, and balls or bikes support physical development.
• Simple toys are often best: Psychologists generally agree that open-ended, basic toys—like wooden blocks
or cardboard boxes—are more beneficial than high-tech or complex ones. These allow children to use their
imagination, think creatively, and play in different ways. Also, fewer toys can lead to deeper, more focused
play.
• Educational toys are controversial: Some experts believe these toys can help children learn, but others
argue their claims aren’t backed by solid research. What often matters more is not the toy itself, but how a
parent plays and interacts with the child using it.
• Toys don’t need to be expensive: Everyday items—like boxes, spoons, fabric scraps, stones, and sticks—
can offer just as much, if not more, opportunity for imaginative and meaningful play than store-bought toys.
• Relationships matter more than toys: No toy can replace the love, attention, and support of a caring adult.
What children need most is a safe and affectionate environment where they can explore, create, and play
with those who care about them.
Discuss
• Discuss do children play the same in all cultures? What kinds of games did you play during your
early childhood years?
Summary
• Play is essential for physical, social, and
emotional development.
• Different types of play include functional,
constructive, and pretend play.
• Children progress through stages of solitary,
parallel, and cooperative play.
• Imaginary friends and toys play significant
roles in creativity and social skills.
• Cultural differences influence how children
engage in play.
References
Louw, D.A., & Louw, A.E. (2024). Child and adolescent development
(3rd ed). Bloemfontein: Psychology Publications.
