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

Abstract

Lillard et al. (2013) have done a thorough review of published pretend play research from the past 50 plus years. However, they did not thoroughly address the reasons why this body of research has such flaws as well as the contradictory or minimal findings that call into question strongly held views and published assertions regarding the importance of the role of pretend play in fostering children's developmental progress. This comment addresses 3 aspects of the problematic nature of play research: First, I suggest that the research methods in most of these studies were unable to capture genuine pretend play, instead measuring "playful work." Second, I encourage rigorous research designs to better capture genuine examples of the pretend play phenomenon in order to gain deeper insights into these relationships. Third, I speculate on why pretend play development, as a valued behavior independent of its influence on other areas of development, is rarely undertaken and provide suggestions regarding this research direction.

Making sense of social pretense: The effect of the dyad, sex, and language ability in a large observational study of children’s behaviors in a social pretend play context

“…One approach has been to study pretense as a mechanism to address theoretical questions about the development of children's capacities in representation, meta‐representation and logical reasoning (Karniol, ). A related stream of research asks whether and how engaging in pretend play may be related to aspects of children's development more directly; for example, by acting as a type of “melting pot” where the child can bring all existing competencies together to drive development in new directions (e.g., Bergen, ; Lillard et al, ; Weisberg, Hirsh‐Pasek, & Golinkoff, ). Despite decades of research on the topic, however, the literature on pretend play is difficult to navigate and firm, coherent conclusions about its role in social development remain elusive.…”

Concepts and theories, methods and reasons: Why do the children (pretend) play? Reply to Weisberg, Hirsh-Pasek, and Golinkoff (2013); Bergen (2013); and Walker and Gopnik (2013).

“…Bergen (2013) argued that no purpose is necessary: Pretend play should be valued in and of itself This might be true, but as scientists we seek to understand cause and effect, and furthermore, the debate about pretend play is key to preschool curriculum decisions. We hear of parents who choose preschools based solely on prevalence of pretend play (with some preferring high and others low!).…”

Children’s Responses to Different Types of Teacher Involvement During Free Play

“…Different play scholars have since critiqued their literature review. For instance, Bergan (2013) states that their choice of studies that used dramatic play to draw conclusions was questionable, since many of these studies did not use pretend play in a genuine way. Likewise, Weisberg, HirshPasek, and Golinkoff (2013a) argue that, given the complexity of the play construct, it should be studied through different methodological approaches, including qualitative studies, and should not be limited to experimental studies.…”