With the enhanced emphasis in school to develop academic skills, children at a younger age, dramatic “pretend” play plays an important role during early childhood. A growing research body shows that play is linked with social skill and cognitive developments which are prerequisites to learn more intricate conceptions as your child grows older. Play improves social development skills and heightens the degree of adjustment in school. For instance, there is a link between play and growth in self-regulation, memory, recognizing symbols and oral language. Besides other realms of academic knowledge play also has a link in augmenting literacy skills- a view as held by Vygotskian and Piagetian theories on child development.
Play is particularly beneficial for your child to learn when it attains a certain level of sophistication. To put it in other way, “unproductive” play occurs in a situation when your child not only argues and fights over who is the “baby” and who is “mommy” but when your child as “mommy” keeps on performing same routine work along with the “baby” she has daily with almost no change too. In contrast, the play having the potential to foster many spheres of your child’s development including cognitive and social development is characterized by the following:
- Your child creates a pretending scenario by using props in a symbolic manner and talking and negotiating with peers.
- Your child creates specific rules-and-roles to adopt multiple roles and multiple themes to pretend behavior.
When your child engages in such a type of play during most of his early years, he learns to prioritize his actions and goals and delaying gratification. He learns acting in an intentional, deliberate way, regulating his behaviors and representing things symbolically. He learns considering the needs and perspectives of others.
Many children today don’t have opportunities enough to play at home due to the computer, videos, and TV. In many cases situations to pretend play including siblings as well as neighborhood children are unavailable. Their medium of interaction is toys which are not conducive enough to build interesting dramatic themes of play and imagination. More adult-directed and organized activities are now there than in the past. Children tend to belong to groups having children of the same age instead of that of mixed-aged children including older children capable of taking up the role of “play mentor”.
About children who have just started going to school, teachers are of opinion that they are considerate as regards others; pay attention and can concentrate in class. There is a development in these areas not through the use of computer programs or flash cards but through interaction with peers at the time of play. Classrooms in early childhood provide a special setting for fostering a form of dramatic play which would lead to social and cognitive maturity. There your child gets- other children for playing with, encouraging adults guiding children for playing effectively with one another and an organized setting for accommodating imaginative play. This marks the cornerstone for in case of the overall learning of your child indeed and you need to be on a firm standing in your support for play.