Have you heard your child talking to their dolls or imitating the wee-woo wee-woo of an ambulance rushing to the scene of an accident? How about running around the house in a cape or staging an epic battle between Barbie and an enormous stuffed t-rex? It may look like they’re just having fun or being silly, but psychologists have long recognized that children’s engagement in pretend play is an essential part of their growth and development. Play is one of the first ways children interact with the world. It allows them to investigate the physical world, practice their motor skills, explore their imagination, communicate and work with others, express their emotions, and learn how to think. Play has been called the natural language of children. Parents and caregivers who understand the value of pretend play will realize how important it is to support it. Here are some of the areas affected by pretend play.
Areas of Development Assisted by Pretend Play
1. Cognitive Development – Pretend play supports a child’s ability to think symbolically and build complex representational thinking. For example, using one object to represent another, such as using a stick as a sword, is the beginning of understanding symbols. Representational thinking occurs when children invent scenarios like running a store or taking their babydoll to a pretend doctor. This kind of thinking is a precursor for literacy and problem-solving because it allows children to connect ideas and imagine possibilities.
2. Emotional Expression and Processing – Play is the way young children express what they cannot yet put into words. When children reenact a scary doctor’s visit with dolls or act out a conflict during play, they are processing emotions and working through challenges. Pretend play gives them a safe space to explore fear, excitement, or frustration and helps them build emotional resilience.
3. Language and Communication – For children who are verbal, pretend play boosts vocabulary and language skills. As children create stories, negotiate roles with playmates, or talk through their imaginative scenarios, they practice using new words and sentence structures. For example, pretending to be a doctor or a teacher encourages conversation. This strengthens communication skills and storytelling abilities.
4. Problem-Solving Skills – Pretend play often comes with challenges. Who will get to be the teacher? What happens when someone squishes your playdough masterpiece? Working through these problems encourages creativity and flexible thinking. Children learn to negotiate, adapt, and come up with solutions.
5. Social Development – When children engage in group pretend play, they practice cooperation, taking turns, and empathy. For example, if one child is the doctor and the other is the patient, they need to understand each other’s perspectives to keep the game going. These interactions teach children how to work with others.
6. Self-Regulation – During pretend play, children often use private speech or self-talk. For example, your child might say to themselves, “Okay, I’m the mommy, and I have to change this baby’s diaper.” This self-directed speech helps guide their actions, contributing to the development of self-regulation.
How Parents Can Support Pretend Play
You don’t need fancy toys or expensive play sets to encourage pretend play. Simple household items like cardboard boxes, blankets, or safe kitchen utensils can become school buses, tents, or magic wands. The most important thing is to give your child time and space to explore. You can join them when invited, but make sure to follow their lead.
Simple Ideas to Support Pretend Play
- Dress-up Box: Provide scarves, hats, old purses, jewelry, and clothes for dress-up fun.
- Cardboard Boxes: Save all sizes of cardboard boxes. Kids can use them as vehicles, houses, desks, or any object they choose. You can supply paints and markers to decorate them. Encourage storytelling using their creations.
- Play Store or Restaurant: Use toy food or real pantry items. Let your child be the cashier, chef, or customer while you take turns.
- Doctor’s Office: Kids love to take their dolls or their parents to the doctor’s office. They can pretend to be the doctor, the patient, the nurse, or the accompanying care-giver. You can provide a simple toy doctor’s kit or make one out of paper, scraps of fabric for bandages, and empty paper towel rolls. This roleplaying is especially helpful for processing real-life doctor visits.
- Say Yes: When your child invites you into their imaginary world, say yes! Join in with enthusiasm. If they say a chair is a pirate ship, say yes! Playing along fuels their creativity and shows them their ideas matter.
Pretend play isn’t just play, it’s support for children’s growth and development. By engaging in pretend play, children learn new ways of thinking and problem solving, work on managing and processing their emotions, and practice connecting and communicating with others. So, the next time your child invites you into their imaginary world, remember that they’re not just playing, they’re growing!
To learn more about effective parenting, join our upcoming 6-session Parenting Class. Call 708-633-8000 to register today! To speak with a professional counselor about any mental health concerns, please contact Olive Branch Counseling Associates, Inc. at 708-633-8000. We are located at 6819 167th St. in Tinley Park, IL 60477, offering in-person and telehealth appointments. It is our pleasure to be of service to you.
Molly V.
Graduate Intern, 2025
Olive Branch Counseling Associates, Inc.
References
Hobbs, M. K., Neessen, S., & Fitzgerald, K. (2018, July 11). Pretend play: Growing children’s minds. Early Learning Center for Research and Practice, University of Tennessee. https://elc.utk.edu/2018/07/11/pretend-play-growing-childrens-minds/
Keogh, B. (n.d.). How pretend play helps children build skills. Child Mind Institute. https://childmind.org/blog/how-pretend-play-helps-children-build-skills/
Ramires, V. R. R. (2016). The intersubjective nature of play development and its role in child psychoanalytic psychotherapy. Frontiers in Psychology, 7, 1783. https://doi.org/10.3389/fpsyg.2016.01783
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