ABSTRACT
This chapter describes how social play contributes to early childhood development. With age, children gradually become more involved with peers in play. They may gradually engage in highly cooperative social participation, in which they share ideas, coordinate actions, and join together with peers in a single play theme. Many young children demonstrate important social skills in their play—altruistic behavior, peer group entry strategies, conflict resolution, persuasive language, or turn taking. There are variations in young children’s social play in inclusive early childhood classrooms. Children with disabilities may not be as involved with peers in play, due to a lack of interest in others, social anxiety, an inability to understand or communicate about play themes, or a lack of physical access to play spaces. Young children of some cultural backgrounds may display unique play behaviors that peers find puzzling. Those of collective cultures may engage in very active play that can be overwhelming. Children of Confucian-heritage cultures may be viewed by peers as too quiet or withdrawn. Those who speak a different language than others in a classroom may be less engaged in play. Teachers can actively facilitate cross-cultural interactions and positive racial attitudes by interacting with children in play settings.
