TYPICAL DEVELOPMENTAL STAGES OF PLAY
BIRTH- 6 MONTHS
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6 -12 MONTHS
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Page 1 of 6
SENSORIMOTOR PLAY (Ages 0-2)
Sensory exploration using eyes, ears, nose, hands, and mouth.
Participates in early social play focused on attachment and bonding with caregivers. Over first 3 months, child will
show social smile, coo, cuddle, demonstrate pleasure when picked up, and turn toward a pleasurable stimulus.
1st month- child's actions are primarily reactive to stimuli and involve little volitional activity.
1-4 months- child begins to volitionally repeat interesting actions. Example: bat object repeatedly.
4-8 months- child begins to act upon objects with the goal of making interesting events last longer. Example: Picking
up and shaking a rattle.
Plays with hands and feet.
Swipes, bats, reaches, handles, mouths, bangs, hits, and shakes objects.
Begins to bring two objects together. Can transfer object from hand to hand.
Follows moving objects with eyes and exhibits a 3-5 second attention span.
Imitates facial expressions, physical movements, and vocalizations.
Participates in simple give-and-take interactions such as tickling and peek-a-boo. Plays role of delighted observer.
Bounces and plays when standing with support.
Attends to sounds and voices. Will search with eyes for sound.
Will benefit from toys that engage his or her senses. Examples: mobiles, rattles, chew toys, cloth books.
As gains are made in motor ability, the child uses his or her body to explore.
Movement becomes a source of play.
Begins to use toys according to their functional purpose.
Looks at picture books and responds playfully to mirror.
Able to manipulate toys with hands while in stable sitting position.
Develops voluntary release and enjoys placing objects in containers and dumping them out.
Begins to crudely use tools to manipulate objects.
Develops ability to isolate index finger and poke at small objects of interest.
Enjoys being held up and moved rapidly through air.
Imitates emotions, sounds, and simple gestures not previously in repertoire. Imitates patterns of familiar activities.
Begins to generalize from past experiences.
Exhibits 2-3 minute attention span by 8-9 months.
Around 9 months, begins to understand that objects still exist even when he or she cannot see them (object
permanence). Child shows increased signs of distress when caregiver leaves.
Around 9 months, starts to understand cause and effect.
Begins to anticipate movement and make goal-directed movements.
Will benefit from toys that emphasize cause and effect such as pop-up toys.
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development
TYPICAL DEVELOPMENTAL STAGES OF PLAY
12-18 MONTHS (1-1.5 YEARS)
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18-24 MONTHS (1.5-2 YEARS)
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Page 2 of 6
Engages in lots of movement while learning to walk and move. Practices and experiments with movement.
Explores various kinesthetic, proprioceptive, and vestibular sensations.
Experiments with actions to determine consequences, using trial and error method.
Process is more important than product.
By 1 year, communicates using gestures, facial expressions, sounds, and possibly some beginning words.
Enjoys toys that move such as balls, trucks, and pull toys.
Throws, pushes, pulls, carries, turns, opens, shuts, and inserts objects.
Stacks, takes apart, puts together, and relates two objects appropriately. Example: putting lid on a pot.
Enjoys messy activities.
Rolls ball and participates in simple reciprocal play with adults.
Begins early pretend play. Starts by imitating what he or she sees in "real life." Pretends with self or another person
before pretending with object. Example: pretends to feed caregiver before pretending to feed doll.
Begins to link simple schemas. Example: putting a toy person in a car and pushing it.
Begins to watch other children play (onlooker play).
Demonstrates imitative play when an immediate model is present.
Jabbers to self during play, labels objects, responds to simple requests, and begins to combine words and gestures.
Will benefit from problem solving toys such as shape sorters and nesting cups. Push and pull toys and balls allow the
child to experiment with and master movements.
Craves movement. Enjoys running, squatting, climbing stairs (step-to pattern), kicking balls, and riding push toys.
Begins to use foresight before acting. Plans how to use objects without need for overt experimentation.
Wants to achieve end goal and gain feeling of mastery. Completes multipart tasks.
Enjoys operating mechanical toys, pulling apart pop beads, stringing beads, using tools, and creating with play dough,
crayons, and paints.
Engages in quiet play activity for 5-10 minutes.
Demonstrates deferred imitation in addition to immediate imitation.
Engages in pretend play with more than one object or person, acts on object (example: brushes doll's hair), combines
two or more actions in pretend play, makes objects perform actions (example: dolls hugging), and pretends that
objects are real or that they symbolize another object.
Continues onlooker play. May begin parallel play in which play occurs alongside another child but remains separate.
Begins to take turns.
Participates in complex games with adults such as hide-and-seek and chase. Commands others to carry out actions.
Understands action words, requests information, and refers to objects and people not present.
Will benefit from action games (example: London Bridge), creative materials (example: finger paints), and objects
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development
TYPICAL DEVELOPMENTAL STAGES OF PLAY
Page 3 of 6
that encourage use of imagination (examples: dress-up clothes, dolls and figurines, stuffed animals).
24-30 MONTHS (2-2.5 YEARS)
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30-36 MONTHS (2.5-3 YEARS)
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SYMBOLIC AND SIMPLE CONSTRUCTIVE PLAY (Ages 2-4)
Explores new complex movement patterns (example: jumping) and begins to integrate entire body into activities.
Plans out his or her actions.
Demonstrates intense interest in activities. Finds the process important with less interest in the finished product.
Begins to understand symbolic function and is able to start using signs or symbols to represent something else.
Experiences egocentric thinking where the child does not have the ability to take on someone else’s viewpoint.
Enjoys scribbling, stringing beads, completing 4-5 piece puzzles, and building with blocks.
Acts out adult routines with toys, personifies toys, has imaginary friends, elaborates on daily events in detail.
Imitates peers.
Independent in play and initiates ideas.
Enjoys the presence of others but shy with strangers.
Interest in same-age peers but has not yet learned how to play together.
Possessive of objects and does not yet share. Snatches, grabs, and hoards. Resists toys being taken away.
Participates in parallel play where play occurs alongside another child but remains separate. May begin associative
play where the child begins to interact with other children but not yet in an organized, cooperative way. May follow
or chase one another and demonstrate toys to each other.
Talkative with very little jabber. Begins to use words to convey ideas, information, questions, and comments.
Enjoys rough and tumble play, runs around obstacles, climbs on preschool play equipment, goes up and down stairs
with alternating feet, catches ball against chest, stands on tiptoe, begins to hop on one foot, begins to ride tricycle.
Enjoys interesting tactile surfaces. Plays with water and sand.
Matches, compares, and sorts objects.
Builds towers and lines objects up.
Draws, colors inside forms, traces simple forms, and begins to use scissors to snip.
Completes 4-5 piece puzzles.
Likes toys with moving parts such as dolls with joints or garbage trucks.
Toys become the agents in pretend play (doll feeds self), uses more abstract representation of objects, links multiple
scheme combinations into meaningful sequences (example: mixes cake, bakes it, serves it), plays “house” taking on a
specific role and assigning roles to others, creates entire scripts of imaginary play.
Shows interest in same-age peers and enjoys having companions.
Participates in parallel play, associative play, and possibly beginning cooperative play.
May experience difficulty with transitions and can be possessive of loved ones.
Asks wh-questions.
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development
TYPICAL DEVELOPMENTAL STAGES OF PLAY
36-48 MONTHS (3-4 YEARS)
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Will benefit from play dates, musical games like freeze dance and hokey-pokey (which provide opportunities for
listening, following directions, and allow for movement), and continued opportunities to create and pretend.
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Uses complex scripts and sequences for play, complex imitation of real world, pretend objects have actions that
reflect real life or imaginary roles, portrays multiple characters with feelings (mostly angry or sad).
Demonstrates more coordinated body movements and gradation of movements. Enjoys jumping, climbing, running,
swinging, sliding, hopping on one foot multiple times, skipping, playing catch, and riding a tricycle.
Enjoys new activities and challenges self with difficult tasks.
Begins to color within lines , copy simple shapes and letters, and cut simple shapes with scissors
Works with puzzles, blocks, and play dough. Constructs 3-D designs (example: building a 3-block bridge).
Begins to show interest in finished product.
Creates art products with adult assistance.
Enjoys fine motor manipulation of play materials. (Example: using a pizza cutter to cut play dough.)
Participates in associative play, beginning cooperative play, and group play. More interested in peers than activity.
Learns to share and take turns more independently
Separates easily and readily joins others in play.
Communicates with peers using words, interest in learning new words, sings simple songs, uses descriptive
vocabulary, and changes speech depending on listener.
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48-60 MONTHS (4-5 YEARS)
Page 4 of 6
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DRAMATIC, COMPLEX CONSTRUCTIVE, AND PREGAME PLAY (AGES 4-7)
Demonstrates increased activity level and increased ease of gross motor ability. Concentrates on goal instead of
movement. Participates in stunts and tests of strength. Catches ball with elbows at side.
Creates products with specific designs in mind and builds complex structures.
Finished product is very important. Takes pride in his or her work. Shows and talks about finished product, compares
with friends, and wants artwork to be displayed.
Completes 10-piece puzzles. Strings small beads. Copies own name. Draws using a dynamic tripod grasp. Begins to
draw stick figures.
Entertains self for up to one hour. Plays with a single object or theme for 10-15 minutes.
Uses familiar knowledge to construct a novel situation during pretend play (such as expanding from a story or TV
show). Begins fantasy play involving dressing up (example: child pretends to be a princess or fireman). Role-playing
may take place for or with others. Portrays more complex emotions and sequences of stories. Themes range from
domestic to magical. Enjoys showing off. Imagination is relatively strong and the child may have difficulty separating
fantasy from reality.
Participates in goal-oriented cooperative play with 2-3 other children. Begins to participate in group games with
simple rules. Understands how to take turns.
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development
TYPICAL DEVELOPMENTAL STAGES OF PLAY
60-72 MONTHS (5-6 YEARS)
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Page 5 of 6
Attempts to control activities of others, bossy, quotes parents as authorities.
Participates in planning a play activity with parents or peers.
Begins abstract problem-solving and verbal reasoning.
Enjoys playing with words and fabricating stories. Questions persistently. Exaggerates or brags.
Child is still active but now more sedate.
Interest in simple board games, computer games with rules, cooperative games, and competitive games. May begin
participation in sports. Understands rules of fair play.
Participates in cooperative play with 2-6 children. Organizes more complex games and engages in dramatic play
where roles are coordinated and themes are goal-directed. Compromises to facilitate group play. Rivalry noted in
competitive play.
Costumes and props are important for pretend play. Emphasis is on reality rather than imaginary.
Plays with a single object or theme for 15+ minutes.
Begins to make recognizable products. Attends to detail when constructing. Interest in making something useful.
Enjoys toys that "really work."
Increased skill with scissors, copies triangle and traces diamonds, manipulates objects in fingertips without dropping,
uses two hands together in complementary movements.
Sings and dances to reflect meaning of words and music.
Has friends (typically of the same gender).
Demonstrates an understanding of others' feelings.
Resources:
Casby, M.W. (2003). The development of play in infants, toddlers, and young children. Communication Disorders Quarterly, 24(4), 163-174.
Case-Smith, J. (2010). Development of childhood occupations. In J. Case-Smith & J.C. O’Brien (Eds.), Occupational therapy for children, 6th Ed. (pp. 56-83).
Maryland Heights, MO: Mosby Elsevier.
Cronin, A. (2005). Development in the preschool years. In A. Cronin & M.B. Mandich (Eds.), Human development and performance throughout the lifespan (pp.
176-197). Clifton Park, NY: Thomson Delmar Learning.
Knox, S. (1997). Development and current use of the Knox Preschool Play Scale. In L.D. Parham & L.S. Fazio (Eds.), Play in occupational therapy for children.
(pp.35-51). St. Louis, MO: Mosby.
Knox, S. (2010). Play. In J. Case-Smith & J.C. O’Brien (Eds.), Occupational therapy for children, 6th Ed. (pp. 540-554). Maryland Heights, MO: Mosby Elsevier.
Mandich, M.B. (2005). Infancy. In A. Cronin & M.B. Mandich (Eds.), Human development and performance throughout the lifespan (pp. 15-36). Clifton Park, NY:
Thomson Delmar Learning.
Mandich, M.B. (2005). Theoretical framework for human performance. In A. Cronin & M.B. Mandich (Eds.), Human development and performance throughout
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development
TYPICAL DEVELOPMENTAL STAGES OF PLAY
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the lifespan (pp. 15-36). Clifton Park, NY: Thomson Delmar Learning.
Parham, L.D. & Primeau, L.A. (1997). Play and occupational therapy. In L. Diane Parham & L.S. Fazio (Eds.), Play in occupational therapy for children. (pp.2-21). St.
Louis, MO: Mosby.
ZERO TO THREE. (2004). The power of play: Learning through play from birth to three. [Brochure]. Washington DC: ZERO TO THREE. Retrieved from:
http://www.zerotothree.org/child-development/play/power-of-play-learning.html.
(December, 2012) Adapted by Beth Rubin, MOTS and Kathy Stewart, MS, OTR/L from a collection of resources on early childhood development