There are many different categories of play, and children may be involved in more than one type at a time. When looking at Owen, you might notice the following types: • Creative play where children enjoy being creative and use their imagination to create and make things • Manipulative play where children manipulate objects and materials to practice and hone fine motor skills • Pretending /pretend/ role-playing game in which children invent stories and scenarios by pretending with objects, actions and situations. Over the years, many theorists have tried to explain the principles by which children play. You can refer to their work to try to understand and evaluate Owen's behavior. One such theorist is Piaget who pointed out that children's developmental stage influences how they play and their understanding of rules. At six years old, Owen is in the preoperative phase that lasts two to seven years. According to Piaget, children at this stage engage in symbolic play because they are capable of double representation, that is, seeing a symbolic object both as an object in its own right and as a symbol. Furthermore, they can coordinate fictional patterns with those of peers without any assistance from the real world. This is why Owen was able to pretend that LEGO was a spinning top, a car, and later, a tornado. All his fantasies were initiated by himself and later when his friend joined him, both the children played in a synchronized manner. Piaget also commented that between the ages of four and seven, play is egocentric; there is neither a strong sense of cooperation nor competition. Children don't understand the rules very well or make them up as they go along. However, there are other theorists who have differing opinions. Vygotsky (1978), for example, and...... half of the article ...... of the subgroups. There was a tacit acceptance of the situation. His usual playmate was on another table, so he would be playing alone. When the second boy joined, Owen took on the role of leader. Without any words, it was instinctively recognized that Owen would initiate the actions and his friend would follow. Owen was the one who set the limits of the game and this time he verbally explained to his friend how to turn and what to do next. The scenarios were developed one after the other spontaneously and the result was a well-coordinated activity. One might see reflected Vygotsky's belief that the child is not a solitary discoverer of knowledge, but rather learns within social interactions involving communication. Owen took on the role of the more experienced peer and, through his scaffolding, the second boy's zone of proximal development was expanded.