Journal of Education and Human Development

June 2022, Vol. 11, No. 2, pp. 1-3

ISSN: 2334-296X (Print), 2334-2978 (Online)
Copyright © The Author(s). All Rights Reserved.
Published by American Research Institute for Policy Development
DOI: 10.15640/jehd.v11n2a1
URL: [Link]

The Effects of Play on Social Development among Young Children

Kenyetta Nelson-Smith1,2, Brandi Gunn1, and Keisha Ceasar2,3

Abstract
A child’s job is play. Play allows children to connect with who they are; their creativity; their voice; and
how to interact with their peers. Play during early years is imperative as it prepares young children to
engage with and interact with the world around them. Through play is how children build their character.
Formal and informal play for young children is an important part of learning and growing. Jane Murray
(2018) defines play as freely chosen and personally directed behavior that actively engages the child.
Through play children gain a deeper knowledge about themselves and the world (Bento & Dias, 2017).
The purpose of this research project is to determine if play increases social and cognitive development of
young children. Researchers will observe indoor and outdoor play of young children utilizing the Play
Observation Scale (POS) by Kenneth H. Rubin (2001). Researchers believe play has a direct impact on the
social and cognitive growth of young children which aids in their development, thus children should spend
more time in indoor/outdoor play than in any other type of learning setting. This research will provide
knowledge of why play is imperative for children’s cognitive growth and development.
Key Words: play, child development, early childhood

1.0 Overview
Play is such a vital part of a young child’s development. According to Kennedy and Barblett (2010), the
gratification connected with play and the freedom from pressure to perform in play supports the development of
a strong sense of wellbeing among young [Link] young children participate in make-believe, becoming
such roles as police officers, physicians, nurses, teachers, and builders, they are participating in play that fosters
empathy among their peers (Smith & Pellegrini, 2008). This type of play brings joy and usefulnessto young
children as they picture themselves in key roles in society (Smith & Pellegrini, 2008).“Researchers demonstrates
that developmentally appropriate play with parents and peers is a singular opportunity to promote the social-
emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain”
(Yogman, Garner, Hutchinson, Hirsh-Pasek & Golinkoff, 2018, p.1).
Play-based learning is imperative for the child and their developmental brain (Kessel, 2018). Most
educators still believe traditional forms of teaching, the stringent process of memorizing facts is the most effective
form of learning (Kessel, 2018). Research suggests that developmentally appropriate play among young children
promotes social-emotional, cognitive, and language skills which aid in the development of executive function and
prosocial brain (Yogman, Garner, Hutchinson, et al., 2018). When children are able to operate within a friendly,
playful environment and play with those who handle this environment successfully, they are functioning
intellectually and on a social basis (Broadhead, 2006).
Playing with peers allow young children to learn to interact with others; understand the importance of
sharing and collaborating; and grow to learn to appreciate the viewpoints of their peers and people around them.
The sense of connection through play via discovery influences meaningful learning and provides for the
development of an emotional connection to children’s environment (Bento & Dias, 2017). As Broadhead (2006)
states, the more cooperative the play, the more likely it is that children will connect with and understand what
other children know along with gaining a deeply fulfilling, emotive engagement with the world around them.

1 Southern University Agricultural Research and Extension Center, Baton Rouge, LA 70813
2 Southern University and A&M College, College of Agricultural, Family and Consumer Sciences, Baton Rouge, LA 70813
3 Southern University Child Development Laboratory, Baton Rouge, LA 70813
2 Journal of Education and Human Development, Vol. 11, No. 2, June 2022

Thus, connecting with peers, families and others who are involved with learning of young children to
regularly assess their environment to ensure it promotes quality play-based learning experiences are important
(Kennedy & Barblett, 2010).
As many educators have detoured to a more structured form of learning as a result of such large testing
requirements, they have fallen from the one method of learning that has promoted a large amount of growth and
development, play. Play is not just about having fun, but incorporates many learning benefits such as taking risks
and experimenting with both adults and peers (Yogman, Garner, Hutchinson, Hirsh-Pasek&Golinkoff, 2018).
Play can be defined as freely chosen, personally directed and internally motivated behavior which actively engages
a child (Murray, 2018). The widely used constructivist approach to play, as influenced by Lev Vygotsky, is based
on the theory that children learn from both their environment and their social interactions (Kessel, 2018). Kessel
(2018) goes on to explain that meaningful play encourages social, language, and cognitive growth.
The overall purpose of this study is to determine if cognitive development among 3-4-year old's was
increased during indoor/outdoor play as measured by The Play Observation Scale (POS) by Rubin (2001).With
such a large world around us, there is yet so much we must continue to learn about children and play. Researchers
must be intentional about understanding the impact play has on learning for both the young child and for parents
and practitioners. Formative assessment through frequent opportunities for observations, interactions, and
reflection could potentially place a significant advancement on development of play-based learning in early
learning settings (Broadhead, 2006).
1.1 Categories of Play as Determined by the Play Observation Scale
Rubin (2001) places the types of play into various categories. The Play Observation Scale places play into
two categories: social and cognitive (Rubin, 2001). The cognitive play categories (functional, constructive,
dramatic and games-with-rules) are nested within the social play categories (solitary, parallel and group). One non-
play behavior, exploration, is also nested within the three social play categories. The remaining non-play categories
are unoccupied behavior, onlooker behavior, conversations with teacher and/or peers, transitional, aggressive,
rough-and-tumble, hovering, and/or anxious behaviors.
2.0 Plan of Operation and Methodology
The overall purpose of this study is to determine if cognitive development among 3-4-year old's was
increased during indoor/outdoor play as measured by The Play Observation Scale (POS) by Rubin (2001). This
research implements a quantitative assessment using the Play Observation Scale to examine growth and
development and interactions between children and their peers. Finally, this study integrates professional
specializations, specifically how play impacts the growth and development of the individual child and how they
will potentially interact with their peers (other individuals), their family, and community.
Convenience sampling method was applied by observing students currently enrolled in the Southern
University Child Development Laboratory (SUCHDV Lab). Researchers collected data using the Play
Observation Scale (Rubin, 2001). There is a total of 49 students enrolled in the SU CHDV Lab between the ages
of 6 weeks to 4 years old. Of the 49 enrolled, 15 are between 3-4 years old. All 15 of the selected age group were
selected to be a part of this study. Researchers observed selected participants enrolled in the SUCHDV Lab for a
total of 15 minutes each between a five-month period. Using the POS (Rubin, 2001), researchers observed each
individual child at 60 second intervals for a total of 15 times between the five months. The data was statistically
analyzed using SPSS software. One-way ANOVA, chi-square, and cross-tabulation was used to test results of
observations.
3.0 Products, Results and Measurable Outcomes
The Play Observation Scale (Rubin, 2001) measures Solitary Behaviors; Parallel Behaviors; Group
Behaviors; Peer Conversions; and Double Coded Behaviors, which all had the same levels of play. Those levels of
play included Occupied; Constructive; Exploratory; Functional; Dramatic; and Games with Friends.
Conversation/Interacting was measured by number of peersstudy participants actually interacted with. Solitary,
parallel, and group behaviors are all considered social play while peer conversation and double coded behaviors
are considered non-play behaviors. Convenience sampling was employed to gather data from students enrolled in
the child development laboratory.
Age was used as the dependent variable. A one-way ANOVA revealed there was significance between
groups (F=4.642, P=0.033). This ANOVA revealed that among the 3-4-year old’s, the 3-year old’s would involve
in conversations between 2-3 peers, whereas, the 4-year old group held more intimate conversations, preferring
more closer relationships between themselves and only two other persons.
Kenyetta Nelson-Smith, Brandi Gunn and Keisha Ceasar 3

As time progressed during the observation period with the 4-year old’s, they were more likely to
participate in 1 on 1 conversations. When cross tabulating whether an independent variable had an impact on Age,
there only a few that revealed statistical significance. When cross tabulating whether or not Age had an impact on
students Parallel Behavior (students playing alongside their peer), results from the Pearson chi-square showed
statistical significance at χ2 = 15.085, p=.002. Moreover, of the three- and four-year old’s, majority of the students
performed in functional play majority of their play time. Cross tabulation between Age and Group behaviors was
statistically significant with at χ2 = 26.499, p<.001. Researchers found majority of 3-yearold’s operated in
exploratory, games with friends, and functional, while majority of 4 year old’s preferred functional in all modes of
social play. In all categories the actual number of students who performed in these categories were larger than the
expected count.
4.0 Discussion and Conclusion
This study aimed to determine if cognitive development among young children increased with
indoor/outdoor play. Research results revealed that majority of the students performed in functional play (a
cognitive play category) majority of the time and as their age increased so did their functional play. It also showed
that 3-year old’s prefer playing in parallel play, meaning they preferred to begin playing alongside their peers. As
time progressed researchers found that this particular age group eventually began to play together. The 4-year
old’s were more likely to begin playing with their peers upon initially engaging in indoor/outdoor play.
As a result, researchers believe these findings proved that as children progress in age, so does their social
development in play as it progresses more from solitary play (playing alone) to more social play (playing with their
peers) at a much quicker pace. Educators and administrators should place more focus on educating parents and
learning communities on the values of indoor/outdoor play, the value of play in the community, homes, and in
learning settings. Future research should include a larger number of subjects and collect data after a year to
determine if changes occurred in the play behavior of this selected age group. Playing with others is a crucial way
in which young children make sense of their environments; its how they build relationships; learn to negotiate; and
overall learn how to develop positive interactions (Kennedy & Barblett, 2010). These positive interactions help
them learn how to manage their feelings, manage their attitudes, and understand the feelings of themselves and
others (Kennedy & Barblett, 2010).

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