How does play, particularly pretend and imaginative play, support language development, storytelling skills and emotional growth in children 5-7?
I chose this question because I’m interested in how simple, fun activities like pretend play and story acting help young kids learn words and tell stories, skills they need for school. I want to know whether play helps build vocabulary and narrative ability, and which kinds of play activities are most helpful to use with my 5–6-year-old buddy.
Evidence
2.The CDC milestone list describes typical language abilities for 5-year-olds (e.g., speaking in full sentences, telling a simple story, using future tense). These milestones show the kinds of language skills activities should target and help measure whether play activities are supporting expected language development.
3. This academic review examines evidence about pretend play’s effects. It finds links between pretend play and language/narrative/emotion-regulation skills, but says the evidence is mixed and not always causal. Pretend play may be one of several routes to better language outcomes. This suggests using play as one of several strategies and testing its effects with your buddy.
https://pubmed.ncbi.nlm.nih.gov/22905949/
Activities
Literacy:
Pick a short picture book (4–8 pages) or a simple fairy tale. Read it aloud to your buddy (or maybe he could read?) showing the pictures.
While reading, pause and point out 4–6 new/interesting words (ex: castle, whisper, brave, giggle). Say each word, show the picture, and ask the buddy to repeat.
After the story, set up a 5-minute role-play: give each of you a simple puppet/sock or a paper mask and act out the story’s main scene. Encourage the buddy to use the new words while acting.
Finish by asking the buddy to tell you the story in their own words.
supplies needed: A short picture book (library/book), 2 puppets or socks (or paper masks), optional paper and crayons for drawing a key scene.
Set up 6–8 small items (toy blocks, or classroom objects) on a table. Label each item with a price.
Give the buddy a small set of play money (or paper coins labeled with 1, 2, 5). Explain they have, for example, 5 “coins.”
Ask the buddy to “buy” two items and count out the coins needed. For practice, ask: “If you buy the apple (2) and the toy car (3), how many coins did you use?” Help them count and show the total.
For extension, ask them to give change (simple subtraction) or sort items by price (lowest to highest) and use vocabulary like “more,” “less,” “total,” “cost.”
supplies needed: 6–8 small items (toys/blocks/ props), paper price tags (1–5), play money or handmade coins, small basket/cash register
Craft:
Make a simple puppet with a paper bag or sock: decorate with markers, glue on paper eyes/hair, add a tongue or felt. Let the buddy choose colors and name the puppet.
Create 4 small “dialogue cards” (index cards) with starter sentences (ex: “I feel blank today.” “Let’s go to the blank” “Once upon a time…”). Mix the cards face down.
Use the puppet to act out a 5–7 minute mini-scene: pick a card, and the buddy uses the puppet to say the starter line and finish it. Alternate turns. Encourage using new vocabulary from the literacy activity.
supplies needed: Paper bag or sock, markers/crayons, glue, construction paper for eyes/hair, scissors, index cards for dialogue prompts.