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Observation of Play

Shanee M. Sheard

Child, Adolescent, and Family Services, California State University of Bakersfield

CAFS 3800-70: Multiple Perspective on the Importance of Play

Professor Tamarah Williams

October 22, 2023

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Observation of Play

Date of Observation: 10/03/2023

Time of Observation: 10:00 a.m. 10:20 a.m. Morning Recess

Location: Crowley Elementary Kindergarten playground, Visalia, CA

Subject: Cristian Ramon Moran-Ohlund, Girl #1, Girl #2, and Boy #1

Introduction

In the lively playground of Crowley Elementary School, about twenty-five eager

kindergarteners gather for their morning recess. The focus is on Cristian Ramon Moran-Ohlund,

a five-year-old kindergartener, and his three classmates who are participating in enthusiastic play.

They demonstrate cooperative and parallel play styles emphasizing social and emotional

development, cognitive growth, and physical activity in this dynamic and developmentally rich

environment. This type of play encourages essential social skills such as cooperation, teamwork,

and effective communication. While they engage collectively, elements of parallel play, where

they play side by side but independently, are also present. These children exhibit adaptability and

coordination, respecting one another's boundaries and enriching their social and emotional

development. The observation highlights the intricate interplay between cooperative and parallel

play, emphasizing the multifaceted nature of play among young children, particularly in social

and emotional development domains.

Section One: Playground Overview

Around 25 enthusiastic kindergarteners engage in lively activities during their morning

recess at Crowley Elementary. The playground is bathed in warm, refreshing light from the sun,
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and the air is filled with the sounds of gleeful young students playing. Children's laughter,

shouts, and play create a harmonious energy. In the center of all the activity is an eye-catching

jungle gym adorned with white, blue, and red hues. The inviting structure beckons the children to

climb, swing, and explore. Surrounding the playground is a lush carpet of grass enclosed by a

silver-linked fence, providing safety and an elegant touch to the landscape. A large umbrella

shades a portion of the playground to offer relief from the sun, providing a cool refuge on this

sunny day. The playground boasts a variety of attractions to keep the children engaged and

entertained. There are exciting slides to whiz down, a challenging rock-climbing board to

conquer, a wobbly walking bridge to traverse, and sturdy climbing stairs, fostering physical

activity and imagination. As these kindergarteners continue their morning recess, their delightful

exploration and play create a vivid tapestry of childhood joy and boundless energy against the

backdrop of Crowley Elementary's outdoor haven.

The observation focuses on the activities of Cristian Ramon Moran-Ohlund, a five-year-

old kindergartener from Crowley Elementary, as he engages in play with three of his classmates,

hereafter referred to as girl #1, girl #2, and boy #1. Their play involves spirited running around

the jungle gym, creating the impression of a playful chase. The order of their running sequence is

girl #2 leading, followed by boy #1, Cristian, and girl #1. Subsequently, the children ascend the

jungle gym's stairs and traverse the walking bridge. All four students descend the twisty slide in

the following order: Cristian, girl #1, girl #2, and boy #1. Upon exiting the slide, they express

their excitement with shouts and continue running past other classmates from their class while

taking care to avoid collisions. They eventually pause directly in front of a three-foot rock wall to

engage in conversation. During this exchange, girl #1 touches Cristian's left shoulder, positioning

herself close to his face to speak. Girl #2 moves in even closer and emphasizes a hostile gesture
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with a shake of her right index finger before pointing toward a grassy area. She runs over to that

area, retrieving a ball and engaging in a three-minute game of kicking it around.

Section Two: Play Styles and Development

The children's play was characterized as "cooperative play" during the observation. This

type of play is an essential developmental milestone where children engage in activities with

shared goals and mutual interaction. Cristian Ramon Moran-Ohlund and his classmates,

including girl #1, girl #2, and boy #1, engage in this type of play as they participate in various

physical and interactive activities together. Their cooperative play is evident through their

synchronized and energetic movement as they run around the jungle gym, suggesting that they

have shared purposes. Even though these shared goals may not be explicitly stated, they are

manifested through their actions. Their playful running, which often simulates a chase, shows

their cooperative interaction.

Parallel Play and Cognitive Development

However, it is essential to note that parallel play is also evident here. Similar play occurs

when children play side by side but engage independently. This is evident when the children

share the same play equipment, climb the jungle gym's stairs, and descend the twisty slide at

their own pace and rhythm. Each child follows a unique path, illustrating the coexistence of

parallel and cooperative play. As the children exit the slide and express their excitement with

shouts, they maintain their combined behavior. They skillfully navigate the shared play space,

running past their classmates while being mindful of avoiding collisions.

Conclusion and Developmental Domains

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The observation concludes with the children arriving at a three-foot rock wall, where

their play transforms from physical to social. This transition features their capacity for physical

and social cooperation, hinting at the richness of their play dynamics. In this phase, the intimate

conversation between girl #1 and Cristian is a tender example of how they engage in a

cooperative and interactive exchange, even if it is a conversation. To summarize, during this

observation, the children's play is a dynamic interplay of collective and parallel play styles,

spanning physical and social domains, displaying their diverse and multifaceted nature of play.

This observation primarily addresses the Social and Emotional Development domain. The

children's collaborative engagement in activities highlights their social development as they

effectively learn to cooperate, share goals, and partake in group dynamics. Their social skills,

communication abilities, and emotional regulation are nurtured and refined in this context.

Furthermore, the observation also touches on aspects of Cognitive Development, with the

children adapting and coordinating their movements to avoid collisions, enhancing their spatial

awareness and critical thinking skills within the shared play space. Parallel play, albeit briefly

observed, touches upon aspects of Physical Development involving activities such as running

and kicking the ball. Yet, the primary emphasis in this scenario is on the social and emotional

development of the children as they engage in cooperative and parallel play, illustrating their

ability to interact and cooperate within a group setting.

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**References**

Rymanowicz, K. (2023, February 23). The power of play – part 1: Stages of play. Child &

Family Development.

https://www.canr.msu.edu/news/the_power_of_play_part_1_stages_of_play

Sheard, S. M. (2023, October 3). Observation. Personal.