Note: To protect the identity of the children observed and mentioned in this report, their names have been changed.

Much research has been done into children's play behaviour. Theories and models have been proposed detailing the phases and stages through which a child will develop. These phases lie along a linear plane with each child advancing through them showing different traits along differing timescales. Piaget (1951) described a developmental sequence from practice play through symbolic play, to games with rules acknowledging that these stages were overlapping. There have also been numerous attempts to try and define the characteristics of play; of which a concise definition seems almost impossible, with each party placing it emphasis on different criteria that encompass playful behaviour. (Smith et al.,1998). For the purpose of my observation I shall define play as being physically active behaviour with no external goal present, they are not doing the activity for any reason other than self-pleasure. If a goal becomes applicable then play ceases.

My next group of observation was a younger group of boys. They were deep in sociodramatic play so I approached them and inquired as to what they were doing 'who' they were. One boy told me he was a Pokemon another was action man. The roles seemed to have set rules that governed their behaviour. Within other younger children that I observed sex differences in sociodramatic play were inconsistent, although the choice of roles is very different, girls employ more domestic scenes; boys rather imitate characters from books TV or fantasy. With rough and tumble play almost always preferred by the boys.

Howes C., and Matheson C.C. 1992 Sequences in the development of competent play with peers: social and pretend play. Developmental Psychology, 28, 961-74

Piaget J. 1952 The origins of intelligence in children. Harcourt Brace. New York (first published in French in 1936

Some common words found in the essay are:
Howes Matheson, Harkness Super, Waldrop Haverson, Field Report, Nursery School, Junior School, Super CM, Matheson CC, Exercise Psychology, Smith AL, smith et, junior school, smith et al, play peers, bee 1995, children observed, et al, primary school, age children, al 1998, motor skills, et al 1998, nursery primary school, gross motor skills, school age children,
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