The Hidden Power of Pretend Play

It may appear as simple make-believe to adults, but pretend play is actually made up of intricate scenarios that foster young children’s  early literacy skills.  Creating imaginative narratives and  acting as diverse characters support language acquisition and communication skills.

Dramatic play is a form of storytelling involving action and imagination. It may include costumes, fort/structure building, recreating scenes from favorite stories or even inventing new encounters. During dramatic play, children engage in rich language experiences using narrative comprehension elements (setting; characters; plot; conflict; theme). Role-play invites children to explore vocabulary, sentence formation (syntax), and narrative structure (sequence) which are all fundamental aspects of literacy development.

In the  world of make-believe, children explore new words and phrases as they take on different characters and situations. All characters (superheroes, community helpers, animals, family members, etc.)  bring their own vocabulary and communication needs. As they interact with their peers during these activities, children naturally expand their vocabulary by incorporating infrequently used words into their exchanges.

Dramatic play offers  risk free opportunities for children to experiment with language and communication. As they portray different personas, they learn to express thoughts, emotions, and intentions using words and gestures. Cooperating on make-believe adventures and resolving conflicts within their imaginary worlds enable children to develop their communication skills which they will need for effective future verbal and written expression.

Storytelling is at the core of dramatic play.  Children incorporate detailed narratives, complete with characters, settings, and plot twists by improvising and working together.  While doing so, they learn to sequence events, understand cause-and-effect and adhere to their narratives. These are essential skills for comprehending and composing written texts later.

When children make-believe, they step into the shoes of others and experience the world from different perspectives. Whether they’re caring for a baby doll or being a firefighter, dramatic play helps develop empathy and understanding of diverse viewpoints. Doing so lays the groundwork for perspective-taking which is important for analyzing and interpreting complex texts in the future.

Beyond supporting oral language, dramatic play also  supports the other “High-Five” early literacy skills (phonemic and phonological awareness, concepts about print, alphabet knowledge and early writing)  when children engage with the print on prop labels, include rhymes, chants and songs in their play and create homemade signs and menus.

For more information about the “High-Five” early literacy skills  be sure to read this previous blog post: https://blogs.iu.edu/earlyliteracy/2023/09/01/the-high-five-early-literacy-skills/

Adapting dramatic play activities for children with special needs requires  understanding each child’s unique abilities and challenges. As always, creating an accessible, welcoming and  inclusive environment is the first step. Next, modifying  activities and adapting materials to  accommodate diverse needs may involve providing sensory-friendly materials, such as soft fabrics or textured props for those with sensory sensitivities and/or incorporating visual supports, such as picture schedules or storyboards, for children with communication difficulties. When children have mobility impairments, and this really speaks to accessibility, make sure they can navigate play spaces with wheelchairs or walkers easily and provide adaptive materials such as modified costumes or props.  Embrace inclusivity and provide individualized support to  create enriching pretend play experiences that empower all children  to fully participate and thrive.