Resist policies that reduce time for social pretend play in preschool and primary grades¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that educators protect time for social pretend play, which "requires extended uninterrupted time periods to develop complexity," and articulate to policy makers that the cognitive skills demonstrated in pretense are as important for academic readiness as memorizing targeted information. It urges educators to "resist policies that reduce time for social pretend play experiences in preschool and primary grades and work to increase funding for research on play/cognition relationships."

Design Implications¶

Context¶

Requirements¶

• Social pretend play requires extended uninterrupted time periods to develop complexity.

Constraints¶

• Even if play has not yet been demonstrated to be the cause of long-term school success, the evidence shows it is an integrated coexisting component of developmental progress.

Target Learners¶

• preschool and primary grade children

Target Learning Goals¶

• cognitive skills exercised in pretend play
• academic readiness
• test performance requiring representational and social-linguistic skills

Related Strategies¶

• Play Based Learning
• Free Play

Examples¶

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Key Sources¶

• Bergen, Doris. (2002). The Role of Pretend Play in Children's Cognitive Development. Early Childhood Research & Practice, v4 n1. http://ecrp.uiuc.edu/v4n1/bergen.htm