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Understanding the Developmental Transition between Parallel and Social Play during Preschool: A Multiplex Social Network Analysis

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Title: Understanding the Developmental Transition between Parallel and Social Play during Preschool: A Multiplex Social Network Analysis
Language: English
Authors: Jennifer Watling Neal (ORCID 0000-0002-7749-8121), Zachary P. Neal (ORCID 0000-0003-3076-4995), Brian Brutzman (ORCID 0000-0002-2956-3371), C. Emily Durbin (ORCID 0000-0003-4908-9424)
Source: Developmental Psychology. 2025 61(10):1860-1867.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Play, Child Development, Social Development, Developmental Tasks, Interpersonal Competence
DOI: 10.1037/dev0001837
ISSN: 0012-1649
1939-0599
Abstract: Preschoolers are expected to transition from parallel play, where they engage in similar activities next to peers, to social play, where they engage in direct interactions with peers. We use longitudinal, multiplex social network analysis to examine the transition between observed parallel and social play over a school year in a 3-year-old classroom (N = 25, 45% girls, 48% White) and a 4-year-old classroom (N = 28, 42.86% girls, 60.71% White). In both classrooms, the existence of a parallel play relationship between two children predicted the formation of a social play relationship between the same two children over time but not vice versa. Findings provide support for a unidirectional, sequential transition from parallel to social play with the same peers.
Abstractor: As Provided
Notes: https://osf.io/598cg
Entry Date: 2026
Accession Number: EJ1502513
Database: ERIC
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  Data: Understanding the Developmental Transition between Parallel and Social Play during Preschool: A Multiplex Social Network Analysis
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+Watling+Neal%22">Jennifer Watling Neal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7749-8121">0000-0002-7749-8121</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zachary+P%2E+Neal%22">Zachary P. Neal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3076-4995">0000-0003-3076-4995</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brian+Brutzman%22">Brian Brutzman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2956-3371">0000-0002-2956-3371</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+Emily+Durbin%22">C. Emily Durbin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4908-9424">0000-0003-4908-9424</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Developmental+Psychology%22"><i>Developmental Psychology</i></searchLink>. 2025 61(10):1860-1867.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Tasks%22">Developmental Tasks</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
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  Data: 10.1037/dev0001837
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  Data: Preschoolers are expected to transition from parallel play, where they engage in similar activities next to peers, to social play, where they engage in direct interactions with peers. We use longitudinal, multiplex social network analysis to examine the transition between observed parallel and social play over a school year in a 3-year-old classroom (N = 25, 45% girls, 48% White) and a 4-year-old classroom (N = 28, 42.86% girls, 60.71% White). In both classrooms, the existence of a parallel play relationship between two children predicted the formation of a social play relationship between the same two children over time but not vice versa. Findings provide support for a unidirectional, sequential transition from parallel to social play with the same peers.
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  Data: https://osf.io/598cg
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  Data: 2026
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        Value: 10.1037/dev0001837
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      – Text: English
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        PageCount: 8
        StartPage: 1860
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      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Play
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      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Developmental Tasks
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      – SubjectFull: Interpersonal Competence
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      – TitleFull: Understanding the Developmental Transition between Parallel and Social Play during Preschool: A Multiplex Social Network Analysis
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              Y: 2025
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