Facts In Action

Pretend play has long been part of the early childhood curriculum, but recent emphasis on accountability, performance measures, and academic readiness has resulted in decreased "choice" times for children, including a decline in opportunities for pretend play. Pretend play can contribute to a child's cognitive development since it requires symbolism, is carried out through interactive dialogue and negotiation, and involves role taking, acting out others' thoughts and actions, and improvising. In addition, because pretend play involves language use and social interactions, it may enhance the social and language skills vital for school success. A recent article produced by the Clearinghouse of Elementary and Early Childhood Education summarizes research on children's play, and examines problems associated with the decrease in pretend play in early childhood settings.

Just as pretend play can enhance development, a lack of or problems with social play behaviors has been linked to developmental problems. One study finds that nonsocial play behaviors in preschool - such as solitary or individual-focused play - predict peer rejection, social anxiety, loneliness, depression, and negative self-esteem in later childhood and adolescence, and have negative implications for academic success.

The association between pretend play and cognitive, social, and language development offers support to including play-based curricula in programs for children under age five. The report's author urges that policymakers must understand the relationship between play and cognitive development so that they will be less likely to support policies that reduce time for social play.

Source:
"Pretend Play and Young Children's Development", D. Bergin, ERIC Digest, November 2001.

For more information:
contact the Clearinghouse of Elementary and Early Childhood Education, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469, or e-mail ericeece@uiuc.edu, or online at ericeece.org.

Facts in Action, June 2002