ABSTRACT
This chapter describes the play of primary age children and how teachers can support play activities in classrooms. Children’s play becomes more organized, collaborative, and realistic at this age. They plan out their pretend play to better represent real adult life. Games are common, with competition and winning becoming important. Primary children accurately represent the real buildings in their lives when constructing with blocks. They may engage in organized sports. Rough-and-tumble play, nature play, and play with technology are preferred by some children. Play centers to enhance areas of learning are important in primary classrooms. Leveled support is often provided, with teacher interactions and play materials being adapted to meet diverse needs. Some children need only Tier I support, with basic, high-quality play opportunities, whereas others require targeted, Tier II support, and those with identified disabilities need intensive Tier III intervention. Boys and girls of diverse cultural backgrounds vary in their activity levels and roughness in play. Teachers should support the preferred play types of all children. Many primary-grade children prefer playmates of their own gender and cultural background. Play may be an ideal setting for facilitating cross-gender and cross-ethnic interactions and friendships.
