The world of pretend can take on many forms for a child, and is certainly something to be encouraged.
Research have shown a number of clear benefits of children’s engagement in pretend games, from two and one half to six or seven years of age (Jenkins & Astington, 2000; Leslie, 1987; Singer & Singer, 1990; Singer & Singer, 2005).
If you missed the Information Session on January 10th on “The Benefits of Play” with Creating Together staff, then you won’t want to miss the one coming up at the end of the month, on January 30th from 1:30-2pm. These sessions will not only review the benefits of Dramatic Play, but also show parents and caregivers the positive indicators to look for and encourage, and some tips and tools to do that. Our Dramatic Play station will never be the same!
Here are a few of the benefits which you’ll learn more about:
- Relief from emotional tension
- Children feel powerful
- Use of social interaction skills
- Language development
- Use of symbols
- Sort out fantasy and reality
For example, did you know that “when children re-enact frightening experiences, they tend to put themselves in a position of power? They may choose to play the mommy or daddy, the most powerful people in their lives. In dramatic play, the child can control the events, and wishes come true.” (taken from one of the handouts for participants of the information session).
Would you like to learn more?
See you on January 30th at 1:30!
Jenkins, J.M., & Astington, J.W. (2000). Theory of mind and social behavior: Casual models tested in a longitudinal study. Merrill-Palmer Quarterly, 46, 203-220.
Leslie, A.M. (1987). Pretense and representation: The origins of “theory of mind.” Psychological Review, 94, 412-426.
Singer, D. G. & Singer, J. L. (1990). The house of make believe: Children’s play and the developing imagination. Cambridge, MA: Harvard University Press.
Singer, D.G.& Singer, J.L. (2005). Imagination and play in the electronic age. Cambridge, MA: Harvard University Press.