Pretend Play as a Pathway to Creativity: A Review of the Evidence
DOI:
https://doi.org/10.18533/763y7y04Keywords:
Children, play, Pretend play, CreativityAbstract
This review examines the role of pretend play in fostering creativity among children, exploring both theoretical and empirical perspectives. Drawing on studies conducted over the past several decades, this review evaluates the evidence linking pretend play with creative development, focusing on key cognitive and affective processes. This review also highlights the importance of high-quality play materials, adult facilitation, and supportive environments in promoting pretend play, particularly for children from diverse socio-economic and cultural backgrounds. Furthermore, our review identifies gaps in the literature, such as the lack of targeted interventions for children with disabilities and the need for research addressing gender, race, and SES differences in play behaviors. Limitations of the current body of research are discussed, including inconsistent terminology, methodological issues, and the predominance of studies based on Western, Educated, Industrialized, Rich, and Democratic (WEIRD) populations. We conclude by suggesting directions for future research, including the exploration of digital and traditional play integration, as well as a more inclusive approach to studying diverse populations. We call for further investigation into how pretend play can be effectively harnessed to enhance creativity across different developmental contexts.
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