Eventually, it will lead to social development where the child will form relationships with others during play. Children can observe one another and learn to use new skills from playing alongside others. Parallel play can increase confidence because children are learning to play near others. It can also assist with gross and fine motor skills through the child's own individualized play. Rubin et al.(1976) have suggested that "those who play beside others may desire the company of other children but may not yet have the skills required to play in an associative or cooperative manner". Parallel play helps children begin language development and create social relationships. This could be explained due to the fact that those kids had fewer toys and more siblings to share toys with. Socioeconomic status appeared to only impact associative play, where British children who were used in the study of low socioeconomic status preferred that type of play. Vygotsky believed that play during childhood created a zone of proximal development of the child and guided in intellectual development. All types coexist during the preschool years. Research indicates that these forms of play emerge in the order suggested by Parten, but they do not form a developmental sequence in which later-appearing ones replace earlier ones. level had little impact, siblings preferred to play with each other, home environment was a big factor, and playing house was the most common form of social play among children. Other findings in her study showed that I.Q. The research by Parten indicated that preschool children prefer groups of two, parallel play was less likely with age, a majority of the kids chose playmates of the same sex and that the most common parallel play activities were sand play along with constructive work. The other two stages include simple social play (playing and sharing together), and finally cooperative play (different complementary roles shared purpose). Parallel play is the first of three stages of play observed in young children. Parten noticed a dramatic rise of interactive play with age and concluded that social development includes three stages.
Mildred Parten was one of the first to study peer sociability among 2 to 5-year-olds in 1932. This stage ends when a child develops the ability to engage in interactive play behavior and symbolic communication. This gives all students equal opportunity for active involvement and reduces exposure – since all students are playing, none are watching. In education, parallel play also describes activities where students are divided into pairs or small groups and work on the same activity simultaneously. "This is considered an early stage in child development, characterized by egocentric behavior and the inability to decenter and coordinate with the activities of a 'playmate'". The image of parallel play is two children playing side by side in a sandbox, each absorbed in his or her game, not interacting with the other. However, even older preschool children engage in parallel play, an enduring and frequent activity over the preschool years. The older the children are, the less frequently they engage in this type of play.
An observer will notice that the children occasionally see what the others are doing and then modify their play accordingly. Parallel play is usually first observed in children aged 2–3. The children do not play together, but alongside each other simply because they are in the same room.
It usually involves two or more children in the same room who are interested in the same toy, each seeing the toy as their own. This usually occurs after the first birthday. Children usually play alone during parallel play but are interested in what other children are doing. Parallel play is a form of play in which children play adjacent to each other, but do not try to influence one another's behavior. The two little girls painting show parallel play because although they are engaging in the same activity they are not paying attention to each other.
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