by Jess
Research suggests that children’s social imaginative play helps build executive function skills, including self-regulation. A child pretending to be a king may sit longer and more regally on his “throne” than a child who is simply asked to sit still.
Imagination can boost our self-control. Teachers of young children take advantage of this when they quiet a class walking down the hall with, “Let’s pretend to be little mice.” Pretend play strengthens memory and impulse control as children plan a play scenario and act it out, choosing appropriate additions to the storyline and rejecting interruptions and distractions.
Challenges in areas such as self-regulation, sensory, motor, or language skills can interfere with a child’s ability to learn through play and can prevent play skills from developing organically. This is a problem not just for the child’s play, but for the many types of learning that grow out of play. For example, a child who chooses to play repetitively and exclusively with a toy car may miss out on opportunities to practice social negotiation and cooperation with classmates. A child whose sensory issues cause her to resist touching finger paint or play dough will not get the benefit of manipulating those materials and strengthening the muscles used for small motor activities like writing.
Imaginative play touches on many developmental domains. An activity like building with Legos reinforces a mix of cognitive and motor skills. The child decides on an intention, holds that intention in memory, and attempts to realize it piece by piece. Working memory is involved in comparing his creation to his mental image of what he is trying to build and fine motor skills are needed to snap Legos together and apart. A collaborative building project with a friend adds the dimension of cooperation, negotiation and problem-solving.
Guided play and practice can help children make great strides in developing the foundational play skills needed to engage and participate in age appropriate learning.
Consider these ideas for encouraging imaginative play:
- Group toys and household items in boxes around a themed scenario (for example, binoculars and stuffed animals together for jungle exploration, or an apron, toy food, and a household pot or pan for cooking). Seeing toys and objects out of their usual context can spark children’s interest.
- Build off a favorite, familiar story by using the plot or characters as the basis for a play scenario. Encourage children to color/draw a picture of their story.
- For children with difficulty getting started, “jump start” them with a picture or story starter and guide them in sequencing their own story.
- If children consistently choose screen time over imaginative play, use their favorite character to create their own story or add on to a story. “What do you think Mario would like to play if he met Sponge Bob?”
- Create an interesting change to the environment: a sheet draped over some chairs, a large empty box, or a clothesline “maze” squiggled around the floor can provide a novel starting points for children’s play.
- Seek early intervention focused on interactive play skills. For children with play and social communication delays, a play skills group led by an experienced early childhood teacher can help encourage and teach children to engage in the kind of imaginative social play which in turn builds crucial foundational skills.
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Play is a common language for all children, regardless of their exceptionalities, and the benefits of play can affect development across almost all domains. Brain research and new discoveries are helping educators understand the critical value of play in the learning process.
Ms. Nancy Allard
Ms. Nancy Allard is Director of The Luma Center™ for Development and Learning at Valley Forge Educational Services. She has worked with families in medical, educational, and private practice settings for over twenty-eight years. She has specialized training and extensive experience in the evaluation and treatment of children who have Sensory Processing Disorders. She is a member of the American Occupational Therapy Association, the Pennsylvania Occupational Therapy Association, and the Delaware Valley Association of Early Childhood Education and is a member of the Advisory Board of the Department of Occupational Therapy at the University of the Sciences. She was a member of The Vanguard School Board of Directors from 1990-1992.
Ms. Allard strives to make The Luma Center™ become known as the place in the Delaware Valley for families and professionals alike to learn about the most up to date and effective interventions and supports for children with developmental and learning challenges. A resident of West Chester for over 26 years, she and her husband have four children.
Ms. Allard has a master’s degree from New York University in occupational therapy, a B.A. in psychology, and certification in both elementary and special education.
Valley Forge Educational Services
Valley Forge Educational Services offers a wide variety of educational services focused on guiding learners to independence. VFES provides educational solutions for young children, adolescents and pre-21 adults ranging from K-12 school-based and summer programs to post high school (18-21) transition skills programming to clinical consultation services. VFES also offers professional support to organizations, schools and families through its Luma Center™ for Development and Learning, Summer Matters™ division, Vanguard School, Vanguard Transition Center and Professional Development and Parent Learning Series. For more than 50 years, Valley Forge Educational Services has been dedicated to improving specialized education through innovative research and advanced practices for students, parents, educators, professionals and organizations. For more information on Valley Forge Educational Services, please visit www.vfes.net.
