With increasing emphasis at school on developing academic skills in children at younger and younger ages, what role does dramatic (“pretend”) play have in early childhood? Is the idea of play merely a throwback to another time when we did not have as much information about how children learn to read and acquire math skills? Is play a luxury? Is it worth it to sacrifice playtime in order to make sure that children learn the letters of the alphabet and know how to count, especially those “at risk?” In any case, don’t children already play enough at home?
There is a growing body of research that shows a link between play and the development of cognitive and social skills that are prerequisites for learning more complex concepts as children get older. For example, play is linked to growth in memory, self-regulation, oral language, and recognizing symbols. It has been linked to higher levels of school adjustment and increased social development. Play has also been linked to increased literacy skills and other areas of academic learning (a view held by Piagetian and Vygotskian theories of child development).
Play is especially beneficial to children’s learning when it reaches a certain degree of sophistication. In other words, “unproductive” play happens not only when children fight and argue over who is going to be the “mommy” and who is going to be the “baby,” but also when the child who is “mommy” keeps performing the same routines with her “baby” day after day with no change. By contrast, play that has a potential for fostering many areas of young children’s development, including social and cognitive development, has the following characteristics: