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Background: Pretend play is a form of play that involves nonliteral actions. There are limited studies reporting the developmental trends of pretend play behaviours of typically developing pre-schoolers. This knowledge would be beneficial in the early identification of deviations in pre-schoolers who have or are at risk of developing developmental...
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... Children's limitless imagination enables them to analyze a scene from multiple perspectives and come up with different solutions. Additionally, children can play and explore in their natural environment such as school or their home through play (Mohan et al., 2022). According to Bergen (2002) many cognitive strategies such as joint planning, negotiation, problem-solving, and goal-seeking are exhibited during pretend play. ...
... The PIECES assessment procedure involves observation of a child engaged in free play. Also, the PIECES assessment can be conducted in any setting with any toy set provided the toy set is large and varied enough to elicit a wide range of behaviors (Mohan et al., 2022). ...
This study aimed to investigate the role of pretend play in developing creativity among preschoolers in isolated, associative, and cooperative play. The participants of the study were preschoolers aged from 3.5 to 5 years. The qualitative research approach was employed to observe preschoolers during pretend play of their own choice. The play was observed through nine sessions, 45 minutes each for nine weeks, which was video recorded followed by an interview with a teacher. High and low-structure play objects were provided to the preschoolers to begin the pretend play. As a result of this, cognitive and affective processes were assessed through observation. The results showed that pretend play opens the path for preschoolers to develop creativity and the prospect of an imaginative world. They exhibited imitation, correct representation of toys, irrespective of gender-based selection of toys, and conversion from isolated to cooperative play with progressing sessions. The study concluded that plays are vital and significantly contribute to developing creativity among preschoolers. Further, it is recommended that play intervention programs be introduced and implemented across the country to develop creativity through play among preschoolers.
... Por su parte, Mohan et al. (2022) aseguran que el juego puede promover la autonomía de los niños al permitirles tomar decisiones y resolver problemas por sí mismos, en el caso de las actividades de simulación, pueden ayudar a los niños a desarrollar habilidades de pensamiento crítico al enfrentarlos a situaciones imaginarias que requieren soluciones creativas; con respecto a los juegos de construcción y manipulación de objetos pueden ayudar a los niños a desarrollar una mejor coordinación ojo-mano y habilidades motoras finas, lo que les permite realizar tareas por sí mismos con mayor facilidad. ...
... Por otro lado, se ha demostrado que cuando los entornos apoyan el interés innato de los niños pequeños, contribuyen a su autonomía progresiva, ya que va relacionado un comportamiento autodeterminado, inclusive en los adolescentes el apoyo de los padres y sus compañeros contribuyen al desarrollo de actitudes como la perseverancia, tomar decisiones y controlar su propio tiempo y espacio, así como también, adecuarse a las normas del contexto (Mohan et al., 2022;Sagastui et al., 2020;Sicilia et al., 2020); en este orden de ideas, Linkiewich et al. (2021) destacan la importancia de incluir tanto a las madres como a los padres en las actividades de interacción sobre el apoyo a la autonomía parental. ...
Play is essential in children's growth, as fun activities promote exploration, learning and social skills, as well as creativity in problem solving, self-esteem, self-determination and decision-making. The aim was to explore recommendations for parents to support their children's autonomy through play, and to identify the challenges that arise in this process. The methodology was a non-experimental documentary design, following the guidelines of the PRISMA model. High impact scientific databases were selected: Web of science, Socpus, Eric and Ebsco discovery. Boolean operators and thematic filters were used for the search terms to select 14 documents according to the inclusion and exclusion criteria. It is concluded that Play is essential for children's learning and development in several aspects: psychomotor, cognitive, emotional, social and linguistic; therefore, from the home context parents play a crucial role in supporting their children's autonomy through play, providing a safe environment, encouraging decision-making and exploration, and providing positive guidance and responsiveness.
... It can be broadly categorized into two types: sociodramatic and fantasy play. Sociodramatic play revolves around realistic everyday activities and events, while fantasy play involves imaginative scenarios inspired by fairy tales and superheroes (Mohan, et al.,2022). ...
School aged child's education represents a window of opportunity. For children and family, the earliest twelve years of a child's life are key to predicting ultimate success in school and in life. We must use cognitive play techniques for better learning outcomes, because cognitive play effects the child's perceptual motor learning and gives the positive outcomes. The study is related to the field of school aged child education. The design of the study was descriptive. The data was collected from the teachers of private schools located near Thokar Niaz Baig, Lahore. Target population was 70(5) = 350. By using the Yamane formula, the sample was 186. Convenient and purposive sampling techniques were used for the collection of samples for the study. The questionnaire for teachers were used for the collection of information and responses. After getting the responses the data was entered into the computer and was analyzed by SPSS (statistical Package for Social Sciences) software. The data was analyzed by Reliability, Normality, Frequencies and percentage of variables, Correlation, and regression test. The results of overall reliability test were 0.847. In normality Shapiro-wilk test the results of statistic were .926 for cognitive play and .954 for perceptual motor learning, significance results were .000 for both. Correlations of cognitive play and perceptual motor learning was .540. Total of Regression and Residual was 29.020. Play improves the child's cognitive development. Majority of the teachers agreed that perceptual motor learning is occurring among school aged child. Majority of the school aged child teachers agreed that school aged children learn through cognitive play. The present study was limited to 4 schools near Thokar Niaz Baig, Lahore. The similar kind of research should be conducted on the sample drawn from different schools which may lead to a more precise generalization.
