Tag Archives: Unoccupied Play


The Six Levels Of Children’s Play

children playing together

The six levels of children’s play are different levels of play utilized in the assessment of children’s speech and language. These levels are used to gauge children’s play abilities. However, there are likewise play levels of social communication that can give a general summary of the child’s playing abilities.

In general, there are six play levels of social interaction that kids experience respectively. Each level becomes more complex than the one before and requires more interaction and language abilities than the other.

Unoccupied Play

The first level of play is unoccupied play. In this kind of play, the child could appear like he is merely sitting silently in one corner, however, the child is in fact discovering easy things that he/she sees around themselves to be rather amusing. A normal grownup might not notice that what the child is doing is already thought about to be play, unless they observe very carefully.

The kid might simply be standing and fidgeting sometimes, but this could currently be considered unoccupied play.

Observer Play

The second level is observer play. At this level, the child enjoys watching other kids play but does not participate in the actual play himself. This is when kids discover to observe others. Such a play level can reveal a child’s attention and awareness skills.

Singular Play

The third level is single or solitary play where the kid plays by himself and does not plan nor intend to play with anyone else. This level reveals a straight-out manifestation that the youngster does have play abilities, just that it is still at a level that no interaction is needed.

A child can be at this level when he is currently able to play functionally with an item, can play by himself approximately fifteen minutes and has the ability to follow basic play regimens.

Parallel Play

The fourth level is parallel play. This level identifies kids who play side by side, however, they do not interact with each other. Neither do they share toys. It is stated to function as a shift from singular play to team play and is at its peak around four years old.

A youngster is stated to be in this phase when he/she has the ability to play alone, but the task he/she is doing is comparable with the play task that the other kids alongside him/her are taking part in. The youngster likewise doesn’t attempt to customize or affect the play of the various other kids around him. Today, the child is playing “alongside” as opposed to “with” the other kids in the specific play location.

Associative Play

The next level is associative play. This is where the kids still do not play with each other, however, they are currently sharing the toys that they are enjoying. This level shows the child’s awareness of other kids, although there is no direct communication in between them, other than the sharing of toys and the periodic asking of a question.

Their play session does not involve role functioning and has no organizational structure yet. The kid still continues by the method he/she wishes to play, regardless of what the various other kids around him/her are doing.

Cooperative Play

The last level is cooperative play. This is the last stage wherein the youngsters are currently playing together, sharing toys and interacting with each other.

This level typically takes place at about the age of five or six, where kids engage into team games and other extremely structured play tasks.

These play levels can be utilized as a guide when it concerns the interactions one wants to have with their youngsters and their playing activities.