Improving solitary play with a typically developing preschooler

Beaulieu et al. (2018) worked with one 3-year-old who had no diagnosis. The goal was more solo play. The team gave clear, stepped instructions. First, 'Play two puzzles while I read.' Later, 'Play four puzzles and one game.' They slowly raised the bar using a changing-criterion design.

The child played alone more often and for longer stretches. Some of the gain spread to a new toy and to times when the teacher was busy. The study found positive results.

Jimenez-Gomez et al. (2021) took the same idea further. They swapped adult words for a kid-sized smartwatch. The watch showed picture prompts on the wrist. Both studies boosted independent play in typically developing preschoolers. The newer tool may fit classrooms where staff are stretched thin.

Hake et al. (1983) did similar work decades earlier in a residential home. Staff added toys and short prompts. Purposeful play jumped from 10% to 70%. The core method — prompt and fade — is the same, but the 1983 study served boys with severe disabilities in a large facility, not a single child at home.

Wilson et al. (2017) used a grid, not steps. They taught a few play actions and got 86% of untrained combinations for free. Both papers aim for richer play, yet Wilson targeted children with autism and used matrix training, while Beaulieu used plain words with a neurotypical child.

You can grow independent play without extra toys or tech. Start with one clear, doable rule. When the child meets it three days in a row, add one more step. The pace keeps work fun and avoids prompt dependence. Try it during arrival, cleanup, or any short break. A calmer room and happier kid may follow.