Observational taxonomy, relating to the nature of early social interactions, is a classification system that uses a code of different behaviors observed by observing children during play and non-play and is further divided into cognitive and social categories. Among the many theorists, Mildred Parten and Jean Piaget are significant in the field of early observational studies including children in the atmosphere of free play. Parten stated that social participation among preschool children amplified as the child's age increased (Parten 1932). To support his logic he classified play into six distinct categories of social participation that include unoccupied behavior, solitary play, spectator behavior, parallel play, associative play, and cooperative play (Parten 1932). Specifically, Parten designates solitary play as the child playing away from other children at a distance of 3 feet or greater. For example, this can be represented through a scenario where there is a group of children playing with a ball and a child sitting away from the crowd simply mixes with a doll. In contrast, parallel play as pointed out by Parten is when a child plays self-sufficiently, but becomes closer to others while practicing a similar if not the same act. Furthermore, Parten describes group play as when children all play together for a common purpose. By carefully studying and understanding these social games to a large extent, one can see that there is certainly an overlap between social and cognitive gaming. Parten noted that parallel play begins at 2 1/2 to 3 1/2 years and associative play begins at 3 1/2 to 4 1/2 years. In contrast to Parten, Piaget, a cognitive theorist, forcefully proclaimed that play was based on the sensory control of his classmates. She ran in front of one of them and grabbed a piece of tape. Similarly, Robert when told to clean up and go on the carpet becomes rebellious by intentionally dropping glue and laughing, which he was told not to do in the beginning. The difference between Robert and Ariel in my perception could be a result of maturity and culture. We learn from Parten that the older children are, the greater their social inclination. Culture plays an important role in the development of socialization behaviors in children. According to Piaget's cognitive theory, children learn what they see. It is through our culture that we learn how girls should behave and how boys should behave. It is also when we acquire what the norms are for our culture. The cultural aspect of socialization is the key aspect of the development of every human being during the early years.