ABSTRACT
This chapter examines both ends of the social participation spectrum, from social play (activities that take place when two or more partners interact with one another in both literal and non-literal fashions) to nonsocial play (solitary activities in the presence of peers). The discussion addresses questions such as: “Why are these forms of behavior of developmental significance?”; “How does one assess social and nonsocial play?”; and “What are the predictors, concomitants, and outcomes associated with individual differences in social and nonsocial play?” It is argued herein that: (1) social play provides a unique and important context for young children’s social, social-cognitive, and emotional development; and (2) whereas some forms of nonsocial play are normative and relatively benign, others may be markers for underlying socioemotional difficulties.
