In Pretend Play Language Analysis

Pretending and language are models of symbolic thought. Just as a block can stand in for any object in pretense, in language, letters and words represent experience , objects, or events in our world. In pretend children practice creating symbols as they mentally transform objects with in a play scenario. In a way, pretending contributes to children’s understanding of symbols and their meanings, and it necessary for imaginary thinking, understanding, formal learning. Hanline, Milton, and Phelps found that preschoolers who had high levels of representation in their block constructions had higher reading abilities and a faster rate of growth in reading in early elementary school.
As the children spends more time in pretending, it provides the …show more content…
In this children play in a group and create stores in group, children have communicate their own ideas in ways that others can understand and integrate each partner’s ideas into a single logical narrative. Fisher and colleagues suggest that children are better prepared to understand narratives when they have experienced similar concepts through play, such as identifying and acting out characters or creating contextual descriptions to support a fantasy scenario. Trionfi and Reese reported that children with imaginary companions tended to produce richer narratives than their peers who were not so fantasy prone. Moreover, pretense in the early years is related to later literacy outcomes including reading comprehension and the ability to communicate clearly through speech and writing. Bergen and Mauer found that children with who engaged in more play with literacy materials at age four had more advanced language abilities and reading readiness in kindergarten. Finally, experimental research has repeatedly shown that when children listen to and recreate a story, they comprehend and remember more about the story than children who did not play out the …show more content…
In addition to the compromise and cooperation that takes place in planning a pretense narrative in collaboration with another and jointly frame the rules of engagement, children frequently engage in problem-solving and disagreement resolution during socio-dramatic play. Within the intricate compromise process that takes place during and before complex socio-dramatic play, children can learn to convince one another and resolve disagreements in socially appropriate ways. Training children on socio-dramatic play has proved to increase perspective taking abilities, positive peer interaction and