The Unique Contributions of Pretend Play Types to Skill Acquisition: a New Curriculum

Abstract

Electronic Thesis or DissertationResearch supports the notion that play is an important context for learning and development. Participation in play has been linked to developmental gains in cognition, communication, and socio-emotional intelligence (Ashiabi, 2007; Lai et al., 2018; Ogura, 1991). In more recent research, investigators have shifted focus to examine if the type of play (i.e., structured versus unstructured or fantastical versus realistic) matters regarding skill development (e.g., Colliver et al., 2022; Thibodeau et al., 2016; Thibodeau et al., 2020; Veraksa et al., 2022). However, results are mixed and appear to be dependent on the skill or developmental area being targeted. The current research aimed to investigate the unique influence of two common pretend play types (fantastical and sociodramatic) on skill development, specifically, in the promotion of executive functioning and social-emotional development. Participants included 138 preschool children who were assigned by classroom to one of three conditions: fantastical pretend play, sociodramatic pretend play; or business-as-usual (control). The study took place over 5-weeks, with teachers leading 15-minute play sessions outlined in their assigned curriculum every school day. Significant differences emerged between the conditions at posttest and interactions with attendance were found for the social-emotional outcomes. Implications for dissemination are discussed, and suggestions for future directions are given