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

By Angeline S. Lillard, Matthew D. Lerner, Emily J. Hopkins, Rebecca A. Dore, Eric D. Smith, Carolyn M. Palmquist. Psychological bulletin, 2013

828 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/28b8c9cfd4e2d2e10a5fb7a636c87e925de042a9

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The language of play: developing preschool vocabulary through play following shared book-reading (2018, background): “Although a recent review of the research on the developmental beneﬁts of play (Lillard et al., 2013) provided an important critique, the concerns are not equally applicable to all types of play or all developmental outcomes (Nicolopoulou & Ilgaz, 2013). balance conﬂicting play is more effective…”
Play in Kindergarten: An Interview and Observational Study in Three Canadian Classrooms (2014, background): “While researchers continue to debate the contributions that play can make to child development and student learning (e.g., Lillard et al. 2013), and the role of the teacher during play-based learning, policy makers have forged ahead mandating play-based pedagogies (e.g., OME 2010).”
Pretend Play, Divergent Thinking, and Math Achievement in Girls: A Longitudinal Study (2015, background): “There is mixed evidence in this area of research, and some researchers have proposed the existence of some third variable that accounts for the relation between play and divergent thinking or the presence of experimenter bias to account for positive results (Lillard et al., 2013).”
The Development of Play (2015, background): “Children spend many of their waking hours engaged in play, and this is frequently claimed to be crucially important to children's development (Lillard et al., 2013; Wilson, 1975).”
ECE teachers’ views on play-based learning: a systematic review (2019, background): “While the scope of current empirical evidence is substantial, it does not provide a uniform and consistent picture of the connections between different play forms and their distinct developmental benefits (see e.g. Pyle, DeLuca, and Danniels 2017; Lillard et al. 2013).”
Gender-Typed Play and Social Abilities in Boys and Girls: Are They Related? (2016, background): “Because correlations are a prerequisite for showing causal relationships, such findings add evidence to the importance of play on development and call for longitudinal and experimental studies on the consequences of different types of play (Lillard et al. 2013).”
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “…positively associated with socio-emotional development (see Pagani, Fitzpatrick, Archambault, & Janosz, 2010; Romano, Babchishin, Pagani, & Kohen, 2010; Singer & Singer, 1990) and is related to positive outcomes in language and literacy learning (e.g., Lillard et al., 2013; Neuman & Roskos, 1992).”
Play, Playfulness, Creativity and Innovation (2013, background): “A thorough and critical review of the influence of pretend play on a variety of cognitive dimensions in children, including creativity, concluded that pretend play has little measurable effect (Lillard et al., 2013).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Pretend play, when combined with other instructional strategies such as child-centered classrooms and playful learning, is an important context for learning and development in early childhood (e.g., Lillard et al., 2013; Snow, 2016).”
Playful Learning and Montessori Education. (2013, background): “And at least in some cases, children even appear to learn things in pretend that they then apply in real domains (Hopkins, Dore, and Lillard 2012; Sutherland and Friedman 2012a, 2012b).”
Conceptualising play-based learning from kindergarten teachers’ perspectives (2016, background): “In their investigation of the influence of play on aspects of child development including language, reasoning, problem solving, and Theory of Mind, Lillard et al. (2013) concluded that the current play literature leaves us wanting, citing issues such as a lack of replication of results, or bias on…”
Imagination and the generation of new ideas (2015, background): “Dismayingly, however, a recent exhaustive review of the literature found little to no evidence that imaginative play supports cognition in any domain for which a benefit has been proposed (Lillard et al., 2013).”
Guided Play (2016, result): “Although results like these suggest that play may support the growth of a variety of abilities, this work is primarily correlational (Lillard et al., 2013).”