<Li> Cooperative play--when a child is interested both in the people playing and in the activity they are doing . In cooperative play, the activity is organized, and participants have assigned roles . There is also increased self - identification with a group, and a group identity may emerge . This is relatively uncommon in the preschool and Kindergarten years, because it requires more social maturity and more advanced organization skills . Examples would be dramatic play activities with roles, like playing school, or a game with rules, such as freeze tag . </Li> <P> According to Parten, as children became older, improving their communication skills, and as opportunities for peer interaction become more common, the nonsocial (solitary and parallel) types of play become less common, and the social (associative and cooperative) types of play become more common . </P> <P> Modern scholars agree that Parten's theory has contributed substantially to our understanding of play, and while alternative classification schemes have been proposed, Parten's stages of play are still widely used . However, there is disagreement on whether there is indeed a sequence of play stages that children go through--for example, whether toddlers are really unable to play cooperatively, and whether solitary play in older children is less common or a sign of immaturity . Alternative explanations suggest that types of play may be influenced by other circumstances (such as how well the children know one another). </P>

According to mildred partens research on peer sociability play develops in what sequence