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Make believe, also known as pretend play or imaginative play, is a loosely structured form of play that generally includes role-play, object substitution and nonliteral behavior. [1] What separates play from other daily activities is its fun and creative aspect rather than being an action performed for the sake of survival or necessity. [ 2 ]
However, they now can think in images and symbols. Other examples of mental abilities are language and pretend play. Symbolic play is when children develop imaginary friends or role-play with friends. Children's play becomes more social and they assign roles to each other. Some examples of symbolic play include playing house, or having a tea party.
Learning through play is a term used in education and psychology to describe how a child can learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments.
(Or in my case, maybe I will encourage my nine-year-old daughter to do more pretend play with her Barbies instead of watching some weird middle-aged woman animate them on YouTube.) 10.
In young children, play is associated with cognitive development and socialization. Play that promotes learning and recreation often incorporates toys, props, tools, or other playmates. Play can consist of an amusing, pretend, or imaginary activity alone or with another.
Lillard completed her PhD under the supervision of John Flavell at Stanford University in 1991. Her dissertation research, focusing on young children's mental representations of pretend play, [11] was awarded the American Psychological Association's Outstanding Dissertation Award of 1992, [12] and later the Boyd McCandless Award for early contributions to developmental science.