Lately, I’ve been reading many reflections in early childhood communities about pretend play. Some adults love it, others avoid it, and for some, it just doesn’t feel like their comfort zone. These conversations inspired me to write this post—because we’re talking about something essential in childhood. It’s not just a cute activity. Pretend play is a powerful expression of how children grow, understand, and make sense of their world.
What Is Pretend Play?
It’s that moment when a child turns a box into a bus, a banana into a phone, or pretends to be a doctor, a mom, a firefighter, or a chef. It’s the “let’s pretend…” kind of play, where children take on roles, recreate experiences, and imagine new possibilities.
Also known as symbolic play, this kind of imaginative role-playing is how children represent and process their world.
The Reggio Emilia Approach: Supporting Without Taking Over
From a Reggio Emilia perspective, the adult is a listener, a documenter, and a gentle guide—not the center of the game. You don’t have to pretend to play house if it doesn’t come naturally to you. But you do need to ensure the right conditions for pretend play to flourish: a thoughtful environment, open-ended materials, unhurried time, and—most importantly—deep listening.
When a child invites an adult into their pretend world, it’s an open door to their inner life. We can accept that invitation with respect—without taking over or imposing our ideas. Sometimes, being present and available on the sidelines is enough.
Why Is Pretend Play So Important?
Because it’s much more than just fun. Pretend play supports the development of key life skills:
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Language development
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Empathy
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Emotional regulation
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Problem-solving
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Perspective-taking
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Cognitive flexibility
Through pretend play, children explore their environment, express themselves, work through emotions, test social roles, and make meaning of what they experience. To play is to think. It’s how children bring order to their reality by creating their own stories. Pretend play is the living curriculum of early childhood.
When Pretend Play Is Missing…
It’s also important to say: the absence of pretend play can be a sign to pay attention. It doesn’t always mean there’s a problem, but it’s worth noting.
In some cases, limited or absent pretend play may be connected to developmental concerns such as autism spectrum disorders, speech and language delays, or social communication difficulties. That’s why observing how a child plays is also a way to observe how they’re doing overall.
What If I Don’t Enjoy Pretend Play?
That’s okay. Not every adult enjoys engaging in pretend play—and that’s totally valid. But if we work with young children, we do need to find ways to honor the importance of play, even if it’s not our favorite part.
You might reflect on questions like:
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What beliefs do I carry about play?
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What makes me uncomfortable about pretend play?
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How can I support it while staying true to myself?
Maybe you prefer to document, set up play environments, offer thoughtful materials, or observe and reflect afterward. That’s all part of meaningful teaching and care.
In early childhood, play isn’t wasting time or filling gaps. Play is the natural language of children. It’s how they learn, express who they are, and relate to the world.
When we, as educators or caregivers, support pretend play with respect, curiosity, and presence, we’re saying to the child: “The way you see the world matters. What you imagine has value.”
If you're looking for resources to enrich learning at home or in the classroom, visit my TpT store, where you’ll find materials thoughtfully designed to support these approaches.
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