Although it looks like lots of fun on the surface, pretend play is actually an essential building block for healthy childhood development. Pretend play begins to develop when a child is around two years old. You may see children placing a cup to a doll’s mouth or using a block as a phone and holding it to their ear. Children often imitate what they have seen or heard from their lives through pretend play. For example, going to the doctors, playing shops, dress ups, trains, or cars (2).

Pretend play provides opportunities where children can:

Increase their social skills

During play, children have the opportunity to practice skills such as sharing, negotiating, co-operating, collaborating and initiating play (2). Children who have more complex levels of pretend play are more able to play and interact with their peers positively.

Understand emotions

Pretend play helps children practice strategies when they are upset or angry (4). As children play, they may focus on emotions (for example: making a teddy really sad because it hurt himself, the child may create crying noises or they may comfort the Teddy) (5). Children who engage in daily pretend play will have a higher ability to regulate their emotions compared to children who engage in less pretend play (6).

Use different thinking strategies

Pretend play encourages children to imagine and create story lines, characters and develop themes in their play. During this type of play children can use problem-solving strategies (4).

Be happy

Playing makes children feel happy and healthy. When children find happiness in play, feel good hormones are released from their brain (7).

Develop expressive and receptive language

When pre-school children have longer sentence structure, they are more likely to have rich pretend play (6). Pretend play lays the foundation for pre literacy such as reading and writing. The process of pretend play allows children to understand stories and narratives and also to confidently express themselves (3).

Knowing that pretend play is essential for childhood development, how can we support children to enhance this important skill?  The answer is a program called Learn to Play, developed by Karen Stagnitti.

Learn to Play is a program that supports children who are eight years or younger with developmental delays, autism spectrum disorders, find playing difficult or need help playing with friends (1). During the Learn to Play sessions your child will have time to develop pretend play skills that are expected for their development and age. The sessions will provide a range of play activities that match your child’s current development and where they feel most comfortable. The play activities will gradually challenge your child as their play skills develop.

How your child can Learn to Play

If you are interested in the Learn to Play program for your child, check out our therapeutic programs that support children aged eight and under. For more information about what to expect and how our programs are run, request an appointment for a free 10 minute, no obligation chat with one of our play therapists.

Please note: We will continue to see existing and current clients during the Covid-19 Pandemic as well as offering counselling, parent education and support via telephone and video.


References:

  1. Stagnitti K. Learn to play: a practical program to develop a child’s imaginative play skills. West Brunswick: Co-ordinates Publications; 1998.

  2. Stagnitti K. Children and pretend play. In: Stagnitti K, Cooper R. editors. Play as Therapy: assessment and therapeutic interventions. London/Philadelphia: Jessica Kingsley Publishers. p. 44-58. interventions. London/Philadelphia: Jessica Kingsley Publishers; 1998 p. 176-187.

  3. Stagnitti K, Unsworth C. The Importance of Pretend Play in Child Development: An Occupational Therapy Perspective. British Journal Of Occupational Therapy [Internet]. 2000 Mar [cited 2016 August 20]; 63(3): 121-127. Available from: http://eds.b.ebscohost.com/eds/pdfviewer/pdfviewer?sid=3e834758-b439- 4b0e-8e1d-4e75190c3675%40sessionmgr106&vid=10&hid=112

  4. Stagnitti K, O’Connor C, Sheppa L. Impact of the Learn to Play program on play, social competence and language for children aged 5-8 years who attend a specialist school. Australian Occupational Therapy Journal [Internet]. 2012, Aug, [cited 2016 August 20]; 59(4): 302-311. Available from: http://eds.a.ebscohost.com.ezproxy- f.deakin.edu.au/eds/pdfviewer/pdfviewer?sid=868b4f4c-41b7-4695-a78f- b7689197a05e%40sessionmgr4006&vid=4&hid=4202

  5. O’Connor C, Stagnitti K. Play, behaviour, language and social skills: the comparison of a play and a non-play intervention within a specialist school setting. Research in Developmental Disabilties. 2011; 32: 1205-1211.

  6. Pearson BL, Russ SW, Spannagel SC. Pretend play and positive psychology: Natural companions. The Journal of Positive Psychology [Internet]. 2008 [cited 2016 Aug 20];3(2): 110-119. Available from: doi:10.1080/17439760701760617

  7. Stagnitti K. A Growing Brain – A growing imagination. In: Howard J, Prendiville E, editors. Creative PsychotherapyLondon: Routledge; (in press). p. 185-200.

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