What is Parallel Play in Early Years?

Parallel play is a stage of play development seen mainly in toddlers. Children play side by side, often with similar toys or activities, but without directly interacting. They might be aware of each other’s presence, watch what the other is doing, and sometimes copy actions, yet each child remains focused on their own play.

This type of play is common in early years settings, especially among children aged between 18 months and 3 years. It is an important phase in social development, preparing children for more interactive forms of play.

Parallel play is different from solitary play, where the child plays alone without showing much awareness of others. It sits between solitary play and cooperative play in the developmental sequence.

Definition of Parallel Play

Understanding parallel play helps early years practitioners support children’s growth. It shows that children are learning to be near peers and can tolerate others in their play space, which is a step towards sharing and teamwork.

Parallel play helps children practise:

• Observing peers
• Learning social cues
• Building confidence in group settings
• Developing focus without interference

This type of play supports emotional security, as children can be near others yet still control their own play. It can lower anxiety for those not yet ready to share toys or engage fully.

Signs of Parallel Play

Early years workers should be able to recognise parallel play. It often looks like:

• Two or more children sitting next to each other, each with their own toys
• Glancing at one another, then returning to their play
• Copying another child’s actions, such as stacking blocks or moving toy cars
• Remaining mostly silent or occasionally speaking without expecting a response
• Playing in a similar style without merging activities

In settings such as nurseries, parallel play may be seen during activities like painting, building with blocks, or playing in a sand tray where each child creates their own work.

The Role of Adults in Supporting Parallel Play

Adults can make parallel play more effective by creating the right environment. This involves:

• Providing a range of similar toys
• Allowing space for children to sit close but not too close
• Staying nearby to offer comfort and guidance if needed
• Observing and noting developmental progress
• Avoiding forcing interaction before children are ready

Children in parallel play are building the foundation for later cooperative play. Praising their efforts and respecting their style of play is important.

The Developmental Context

Psychologist Mildred Parten identified stages of play in the 1930s. Parallel play is one of these stages. It follows solitary play and precedes associative and cooperative play.

This pattern helps adults know what to expect as children grow. Moving from parallel play to more interactive stages shows increasing social maturity.

Parallel play supports skills like turn-taking, understanding boundaries, and imitation. These skills contribute to communication and group participation in later life.

Benefits of Parallel Play

Parallel play offers a wide range of benefits for young children:

• Improves observation skills
• Builds comfort with peers without pressure
• Encourages copying and learning from others
• Helps practise fine motor skills through chosen activities
• Allows freedom to explore interests alongside others

Children learning through parallel play often feel more secure than in full group play. This can encourage shy or cautious children to engage at their own pace.

How to Encourage Parallel Play in Early Years Settings

Creating an environment for parallel play involves planning:

• Arrange activities with enough space between children
• Offer duplicate sets of toys to reduce tension
• Use activities that suit independent work yet are done in groups
• Avoid overcrowding play stations
• Give clear routines so children feel safe near others

Adults should observe without interrupting too much. Allowing natural progress helps children develop social readiness.

Responding to Different Personalities

Not all children approach parallel play the same way. Some may watch closely and copy almost everything a peer does. Others may be so absorbed in their activity they barely notice the other child.

For more active personalities, parallel play can lead quickly to verbal exchanges. For quieter children, it may last longer before they move on to interactive play.

Early years staff should respect these differences. Avoid rushing children through developmental stages.

Examples of Parallel Play Activities

Some activities naturally support parallel play:

• Building with blocks on the same mat
• Drawing or colouring at the same table
• Playing with dolls or soft toys side by side
• Digging in outdoor play areas separately
• Role play where each child acts out their own ideas near others
• Using musical instruments at the same time without working together

Providing several stations with appealing materials increases the likelihood of parallel play.

Observing and Recording Parallel Play

Observation is important for assessing development. Notes should include:

• The child’s age and stage of play
• Whether the child is aware of others
• How the child responds when others interact
• Signs of imitation or copying
• Any movement towards shared play

Recording this information helps track social development and can be shared with parents.

Moving from Parallel Play to Cooperative Play

Some children transition quickly while others take longer. Signs of readiness to move forward include:

• Initiating conversation during play
• Sharing toys voluntarily
• Inviting another child to join their activity
• Responding positively to interaction attempts

Staff can gently encourage cooperative play by setting up joint projects. This might include a building challenge, joint painting, or a shared imaginative scenario.

Supporting Children Who Resist Parallel Play

Some children find sitting close to others uncomfortable. To support them:

• Offer them a choice of distance from peers
• Let them watch before joining
• Introduce short periods of side-by-side activity with a trusted adult present
• Use familiar toys to increase comfort

Respecting a child’s pace helps them gain confidence.

Cultural and Individual Differences

Different cultures and families have different expectations of social interaction. Some children may have more experience of group play at home, while others may be used to independent play.

Early years workers should consider these backgrounds when supporting parallel play. This helps provide understanding and the right level of support.

The Link Between Parallel Play and Communication Development

Although children may not talk much during parallel play, the stage supports language skills. Watching others gives them new words and expressions. Copying actions often comes with copying sounds or speech.

Adults can support language growth by sitting nearby and describing what they see. For example, “You are stacking three blocks. Look, Jamie is stacking blocks too.”

This kind of commentary increases vocabulary and introduces the idea that activities can be discussed.

Signs of Progress

Children may move from watching others to imitating them and then to shared involvement. Progress is often shown through:

• Increased glances and smiles towards peers
• Starting to comment on another’s play
• Showing pride when another copies their actions
• Asking questions about the other child’s toys or creation

Such behaviours show that confidence is growing.

Challenges with Parallel Play

In some cases, parallel play can lead to disputes if children become territorial over toys. Offering duplicates or clear boundaries reduces this risk.

Another challenge is when one child repeatedly tries to engage while another prefers to remain independent. Adults can gently redirect to keep both children comfortable.

Encouraging Positive Experiences

Early years practitioners can make parallel play positive by:

• Being patient with different paces of development
• Celebrating small steps toward sharing
• Offering encouragement without forcing participation
• Modelling friendly behaviour nearby

Positive early experiences in play help children build lasting social skills.

Final Thoughts

Parallel play is more than just children sitting next to each other. It is a bridge from playing alone to building friendships. It gives children a safe space to practise social skills without pressure.

As an early years worker, noticing and supporting parallel play helps children grow. By creating the right environment, respecting each child’s pace, and celebrating progress, you help set the foundations for cooperative play and future social success.

Parallel play is not a stage to hurry through. It is an important part of learning how to be with others, and with patience, it leads to stronger, more confident interactions in later childhood.