The impact of pretend play on children's development: a review of the evidence.

@article{Lillard2013TheIO,
  title={The impact of pretend play on children's development: a review of the evidence.},
  author={Angeline S. Lillard and Matthew Daniel Lerner and Emily J. Hopkins and Rebecca A. Dore and Eric D. Smith and Carolyn M. Palmquist},
  journal={Psychological bulletin},
  year={2013},
  volume={139 1},
  pages={
          1-34
        }
}
Pretend play has been claimed to be crucial to children's healthy development. Here we examine evidence for this position versus 2 alternatives: Pretend play is 1 of many routes to positive developments (equifinality), and pretend play is an epiphenomenon of other factors that drive development. Evidence from several domains is considered. For language, narrative, and emotion regulation, the research conducted to date is consistent with all 3 positions but insufficient to draw conclusions. For… 

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Pretend play.

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The current article first defines pretend play and then reviews the arguments and evidence for these three connections, finding pretending may provide children with practice with navigating symbolic relationships, which may strengthen their language skills.

Does pretend play matter? Searching for evidence: comment on Lillard et al. (2013).

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It is suggested that the research methods in most of these studies were unable to capture genuine pretend play, instead measuring "playful work" and encouraging rigorous research designs to better capture genuine examples of the pretend play phenomenon in order to gain deeper insights into these relationships.

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An article by Angeline S. Lillard and others in the January 2013 issue of Psychological Bulletin comprehensively reviewed and criticized the existing body of research on pretend play and children’s

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