Can your children become better learners, just by playing more?
It really sounds oversimplified: Play prepares children for future success. But it’s TRUE! While playing, our kiddos build skills that will—later in life—make them better students (whether at home or in a school) and responsible people.
Early childhood education experts (e.g. Joseph Chilton Pearce) strongly believe children need to develop their “how-to-learn” skills before we even try to teach them academic subjects in a traditional classroom. The fun part, though, is that play—and especially pretend play—naturally teaches children some of those skills. That’s just one reason why educators assert that play truly is the best (and only!) “work” of childhood. I agree!
Play and Learning Readiness
Play is fun! That goes without saying. But did you know there’s some evidence that pretend play builds “executive function” (EF) skills? These include vital skills like:
- Planning
- Short term memory
- Self-regulation (both of actions and feelings)
- Problem solving
- Coping skills
- Ability to focus and stay committed to a task
- Ability to wait (delayed gratification)
Incidentally, these are the same skills kiddos use when learning (whether in the classroom or at home): the ability to listen to directions, sit still, focus, take turns, make reasoned decisions, and so forth. These “EF” skills help children function in social groups and make friends, too—because self-control and coping skills make for enjoyable playmates. The very good news is that children can hone those skills through lots of pretend play and dramatic play!
Dramatic play naturally calls for problem solving, cooperation, decision making, and waiting for one’s turn. When kids plan out who will be mommy, what props they will use, where they will play, and what will happen next, that’s using (and developing) their amazing executive function! Those skills get even better with repeated scenarios that kids return to and make more elaborate over time–because this repetition naturally leads to the beginning stages of planning and arranging steps in order (other great EF skills).
I remember how exciting it felt when I first saw my daughter engrossed in projects she dreamed up with other kids—it was amazing how focused (and organized!) they became. Four children with an idea can spontaneously form a busy work crew, making decisions, discussing, and cooperating as they lug around twigs and garden furniture to build a “castle,” or spend hours deciding how to form a “circus parade.”
I watched this happen many times with my daughter and the neighbor kids. They debated and planned, brainstormed materials, divided up jobs, and settled their own squabbles. At the end of each day as they parted, the kids were still dreaming up future improvements: “yeah, tomorrow we’ll get some of those tall dry grasses that fell over, and we’ll use those branches to build some walls, and…” or “next time you be the dog, and I’ll be…”
This kind of pretend play with gradually increasing complexity isn’t limited to groups, though– it can happen for only children, too. My daughter loved long “veterinarian” play sessions with any available adult (parents, grandparents, babysitters…) I was often her helpful (if clueless!) assistant. She had a routine that became more elaborate with each repetition: She’d don her dressup outfit (usually doctor or vet scrubs), carefully spread a blanket on the floor, and arrange ALL the stuffed animals around the edges. Then we would assess and “treat” them one by one.
“Dr. Erin” would take the lead in these play sessions—I just followed instructions. (And, I confess, sometimes I did complain… I didn’t realize how beneficial some of this repetitious play could be!) This was a favorite game, and in later iterations, she’d ask me for “bandages” (long strips of quickly-ripped fabric from my workroom) and “animal treats” (usually Lego blocks or other small toys). Each time she’d have new, more detailed ideas about what her stuffies “needed.”
These are both examples of “scaffolding mature pretend play”—in which a repeated play scenario becomes more detailed. Children create and direct their own play, they work independently from adult direction, and any rules are developed by the kids themselves. THIS is the kind of play that uses (and builds!) executive function! When it begins, it may be brief (especially with younger kiddos), but over time it can evolve into something pretty spectacular… and beneficial.
Would you like your children’s dramatic play to favor EF skill development? With just small changes in how you talk with them during play, you can help their pretend play sessions last longer, gain richer depth and complexity, and become more independent! All of those changes contribute to improved executive function… and leave you a little more time to savor that cup of coffee you warmed up twice. I’ll explain more in the next blog.
And while you’re here, take a look at some fun, simple dress-ups that support imaginative pretend play!
Hi! I’m Jane, owner of The Rowdy Ladybug. I design and produce costumes and playthings for kids. Since I’m a parent like you, I know children’s products need to be FUN, washable, durable, safe, and comfortable. Everything I make is designed to exercise a child’s imagination while getting in their way as little as possible. To that purpose, I don’t use commercial characters or others’ copyrighted designs. I do what I can to keep my business as green and as local as possible.
I live in Washington, PA USA, with my husband and daughter. They tolerate my piles of fabric and occasional excited babbling when I create something new. We are supervised by two cats, who do a better job of holding down the furniture than keeping me out of trouble.
If you have questions about my shop, my blog, or my creative process, I’d love to hear from you!
