THE NEED FOR PRETEND PLAY IN CHILD DEVELOPMENT
Pretend play or make-believe
play (the acting out of stories which involve multiple perspectives and the
playful manipulation of ideas and emotions) reflects a critical feature of the
child’s cognitive and social development. The values of suchimaginative play as
a vital component to the normal development of a child.
Studies have
demonstrated cognitive benefits such as increases in language
usageincluding subjunctives, future tenses, and adjectives.
Psychologist Sandra
Russ (2004) identified a number of different cognitive and affective processes
that are associated with pretend play. Her research dealing with play involves
fantasy, make-believe, symbolism, organization, cognitive integration of
seemingly separate content, and divergent thinking (the ability to come up with
many different ideas, story themes, and symbols). Pretend
play allows the expression of both positive and negative feelings, and the
modulation of affect, the ability to integrate emotion with
cognition (Jent, Niec, & Baker, 2011; Seja, & Russ, 1999; Slade
and Wolf, 1999).
The research
reviewed by Berk, Mann & Ogan, (2006) and Hirsh-Pasek, Golinkoff, Berk,
& Singer (2009) suggest that make-believe games are forerunners of the
important capacity for forms of self-regulation including
reduced aggression, delay of gratification, civility, and empathy. When
children use toys to introduce possible scenarios or friends, the
representation of multiple perspectives occurs naturally. Taking on different
roles allows children the unique opportunity to learn social skills such
as communication, problem solving, and empathy (Hughes, 1999).
An important
benefit of early pretend play may be its enhancement of the child’s
capacity for cognitive flexibility and, ultimately, creativity (Russ,
2004; Singer & Singer, 2005). Russ, for example, in longitudinal
studies, found that early imaginative play was associated with increased
creative performance years later (Russ, 2004; Russ, & Fiorelli,
2010).
Research has
demonstrated that parents who talk to their children regularly explaining
features about nature and social issues, or who read or tell stories at bedtime
seem to be most likely to foster pretend play (Shmukler 1981; Singer
& Singer 2005).
A school atmosphere
in which pretend games are encouraged, or even just tolerated in the curriculum
or recess play of children has also been shown to lead to
even greater amounts of imaginativeness and enhanced curiosity, and to
learning skills in preschoolers or early school-agers (Ashiabi , 2007;
Singer and Lythcott 2004) . Indeed, educators are using pretend games to teach
math and reading (Clements, & Sarama, 2009; Ginsburg, 2006).
In the initial
evaluation of the program kindergarten children of low-SES parents who
participated in the intervention showed significant gains on an academic
readiness assessment than those whose parents did not participate. Modest
improvements were found in subcomponents of the test, including vocabulary,
knowledge about nature, general information knowledge, and knowledge about manners.
Teachers encourage
complex make-believe play, guiding children in jointly planning of play
scenarios before enacting them. Teachers also lead rule-switching games in
which regular movement patterns shift often, requiring flexibility of
attention.
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