The Value of Pretend Play

The Value of Pretend Play

     A few of the children were hanging out together in the late afternoon.  They had been on the trikes and the balance bike when they stopped to rest.  They became involved in a conversation.

     Hudson pointed to the back of his trike and said, "I have one hundred rockets, in case bad guys come."  Amiel suggested a race.  He shouted, "Let's start on the starting line.  We're doing a race!"  Hudson agreed and called out, "On your mark, get set, go!"  The race began.

     Who won the race?  The Morahs aren't sure, because all of sudden Sam came along with an additional idea:  it was time to gas up the "cars."  He pretended two long pieces of yarn were gas hoses, and "filled up" Hudson's and Amiel's bikes.  Sam held the strings taut and noticed that one string was longer than the other.  (What, are math concepts everywhere?)  

Sam "calculates" the length of the two strings, with Amiel assisting

     They prepared for the race.  Sam told Amiel, "Actually, you can go one hundred fifty six, fast!"  Hudson announced, "I'm going one hundred and five, fast!"  (Yes, math is everywhere!)

     After a few minutes, the children heard some construction noise in the distance.  It surprised them and all three yelled, "Ahhhhh!" at the same time.  Then they smiled, they weren't alarmed; they understood that the noise wasn't so scary after all--but Hudson called out, "A monster!"  They laughed.  When they heard the noise again, Hudson called out once more, "I heard the monster again!"  We're a young group, but we already have a defined sense of humor.

     The Morahs love listening to the children at play.  Yes, it's interesting, entertaining and maybe even amusing.  But there's so much more going on.  The children are learning, working out problems, developing their friendships and integrating information into their everyday conversations.  The Morahs know this from anecdotal evidence:  we can see the unfolding of the importance of play as it happens in the classroom and on the playground.  And what does the research say?  Not surprisingly, professionals in the field of child development confirm this.  

     Here is some info about how pretend play helps children learn:

A child’s pretend play in classrooms or at home is often considered fun and imaginative, but with limited educational value. The truth is, in the midst of creating a restaurant together, clomping around in grown-up shoes, or twirling around with friends in a fairytale land, children are learning to solve problems, coordinate, cooperate, and think flexibly . . . (through play)
**Children learn about themselves and the world . . .
**Children work out confusing, scary, or new life issues . . .
**Children develop important complex social and higher order thinking skills . . .
**Children cultivate social and emotional intelligence . . .
**Children synthesize knowledge and skills . . .
(https://www.brighthorizons.com/family-resources/importance-of-pretend-play-in-child-development)

     So, we will continue to listen to the children, as well as encourage them to continue with their play.  Yes, a lot of learning occurs during "official" Circle Times, but there's also a lot of learning when the children create their own games, activities, songs and stories.

The Extended Day Morahs, along with the free-thinking and creative Extended Day learners