What is Solitary Play in Early Years?

Solitary play is an important stage in early childhood development. It involves a child playing alone, with no direct interaction with other children or adults. This type of play often appears in younger children but can be seen in older ones too, depending on their mood, interests or developmental needs.

For early years practitioners, understanding solitary play helps support children’s social, emotional and cognitive growth. It informs decisions about how to design play environments and observe developmental progress.

Definition of Solitary Play

Solitary play means the child is engaged in an activity alone. They may be focused deeply on their own ideas or exploring objects on their own. In this type of play, the child does not seek to join in with other children or share their play.

This can be active or quiet play. Examples might include:

• Building with blocks alone
• Drawing or painting independently
• Playing with dolls without engaging others
• Exploring outdoor spaces on their own

It is a natural part of normal development, particularly between birth and around age three, though it can occur at any age when a child chooses or needs time alone.

Developmental Stage Connection

Solitary play is one of the stages described by Mildred Parten in her social stages of play theory. It is usually an early stage where the child is still building social awareness and confidence.

At this stage, children:

• Spend more time focusing on their own activity
• Learn through exploration that does not involve peer interaction
• Develop their own preferences and routines

Recognising solitary play as a developmental step helps practitioners avoid rushing children into social play before they are ready.

Why Solitary Play Happens

There are many reasons why a child may show solitary play. These reasons can be developmental, emotional, or related to the environment.

Common factors include:

• Age and stage of social development
• Personality, where some children prefer quieter engagement
• New environments where the child is observing before joining in
• A desire to concentrate fully without distraction
• Rest or recharge time after busy activities

Understanding these reasons prevents misinterpreting solitary play as a negative behaviour.

Skills Gained Through Solitary Play

Solitary play is more than a quiet activity. It supports important learning and skill-building in early years.

Through solitary play, children practise:

• Self-reliance by finding enjoyment without the input of others
• Concentration skills through extended focus on one task
• Creativity when generating ideas without external influence
• Problem-solving by working through challenges independently
• Emotional regulation through calming and self-directed activity

These skills support later stages of group play and collaboration.

Impact on Emotional Development

A child engaged in solitary play learns more about their feelings and preferences. They become aware of what activities bring them comfort or excitement. This awareness supports self-esteem.

Key emotional benefits include:

• Increased confidence in personal choices
• Greater control over emotions during play
• Space to process thoughts in a safe, private way

In some cases, solitary play helps children recover from overstimulation, especially in busy settings such as nurseries.

Cognitive Development Through Solitary Play

Playing alone allows children to take time to think through problems and test ideas. Without peer pressure, they can experiment freely.

Cognitive gains include:

• Enhanced memory from repeating activities independently
• Improved reasoning when exploring cause and effect
• Development of concentration span
• Planning skills by structuring play without guidance

These gains support readiness for structured learning as they grow.

Physical Development Input

Solitary play can have both fine and gross motor benefits, depending on the activity a child selects.

Examples include:

• Fine motor growth from tasks like drawing, threading beads or building small structures
• Gross motor growth from solo climbing, jumping or riding bikes

Since solitary play is self-directed, the child sets their own pace. This can lead to steady skill learning without feelings of pressure.

The Role of Practitioners

Early years workers should recognise solitary play and provide suitable environments where it can happen naturally. The aim is to support without forcing interaction, while still keeping play safe and engaging.

Practitioners can:

• Offer a range of resources that work for solo use
• Create quiet zones or corners for uninterrupted play
• Observe play to track developmental progress
• Respect the child’s choice when they prefer not to join group play
• Provide encouragement without disrupting their activity

This supports balanced development alongside other forms of play.

Observing Solitary Play

Observation helps practitioners identify how a child uses solitary play. It reveals preferences, strengths and possible areas for support.

During observation, note:

• The length of time spent in solitary play
• The type of activity chosen
• How the child interacts with materials
• Signs of concentration or frustration
• Whether solitary play is self-chosen or linked to exclusion

This information informs planning and helps identify if more social opportunities are needed.

Supporting Transitions from Solitary to Social Play

Solitary play often leads to parallel play and then more interactive play stages. Practitioners can gently support these transitions without rushing the child.

Helpful practices include:

• Allowing children to observe peers in a safe space
• Introducing shared resources that encourage side-by-side play
• Joining the child’s solo play in a non-intrusive way
• Creating opportunities where solitary and group play exist together

Slow transitions help children build confidence in interacting with others.

Recognising When Solitary Play Needs Attention

While generally positive, solitary play can sometimes signal concerns if it dominates and the child avoids all peer contact over a long period.

Signs to monitor:

• Solitary play lasting significantly longer than peers of similar age
• Reluctance to communicate with others during the day
• Distress when approached to join social play

In these cases, practitioners can discuss observations with parents or carers and explore possible reasons such as shyness, anxiety or developmental delay.

Solitary Play in Different Environments

Children may engage in solitary play differently depending on whether they are indoors or outdoors.

Indoors:

• More focus on fine motor and creative tasks like puzzles and drawing
• Greater use of small toys and detailed role play

Outdoors:

• Active movement such as climbing or running alone
• Nature exploration like looking at plants or insects independently

Variation in environments provides wider skill development through solitary play.

Benefits to Group Settings

In group settings, solitary play can actually enhance social balance. Children who have time alone often return to group play more focused and ready to engage.

Benefits include:

• Reduced conflict through natural breaks from social demands
• Increased self-awareness which supports empathy
• Better mood regulation after quiet activity

Encouraging this balance makes the setting more comfortable for different personality types.

Resources for Solitary Play

Choosing the right resources helps make solitary play rich and rewarding.

Resource suggestions:

• Construction sets
• Art supplies such as crayons, paints and paper
• Books and story props
• Sensory materials like sand, water, clay or playdough
• Nature items such as sticks, stones and leaves
• Musical instruments for solo use

Offering varied resources supports creativity, problem-solving and relaxation.

Practitioner Attitudes Towards Solitary Play

The way practitioners view solitary play influences the success of the child’s experience. Viewing it as valuable avoids unnecessary pressure to socialise before ready.

Positive attitudes include:

• Respecting choice and pace
• Providing safe spaces for privacy
• Observing without interrupting unless needed
• Celebrating achievements in solo activity

This builds a trusting relationship between child and practitioner.

Final Thoughts

Solitary play is a natural and important part of early years development. It allows children to explore interests, practise skills and gain confidence without the presence of peers. Through it, they build independence, creativity, emotional control and problem-solving abilities.

For practitioners, recognising and supporting solitary play means providing resources, safe spaces and respect for the child’s choices. It prepares children for more complex stages of social play while meeting their emotional and developmental needs. By valuing solitary play alongside group play, we create balanced environments where every child can thrive in their own way.