Some theory…
Symbolic play represents moments of free play during which children pretend, imitate and reproduce daily situations and invent, imagine and act out scenarios. Symbolic play is the most important context of creativity. This play context allows children to develop their social skills. During play, children have the possibility of learning several things: - Making their own choices; - Entering into contact with others; - Assuming responsibilities; - Merging their interests with those of the group; - Caring for the needs of others; - Facing adversity; - Being confronted with tasks that lead them to surpass themselves. Symbolic play in a child generally appears at around age 2. During preschool age, symbolic play occupies most play time.
How to stimulate the child's development through play...
By offering a space to children for make-believe play you encourage their social development and ability to assert themselves. In a context of symbolic play, it is important that the parent allow the child free rein and a semblance of leadership. The child becomes the author, producer and actor. The adult’s educational responsibility consists of offering an environment, initiating play and offering opportunities for symbolic play.
To learn more
Ferland, F. (2009). Et si on jouait ?, Éditions du CHU Ste-Justine.
Des Chenes, R. (2006). Moi J’apprends en jouant, Chenelière éducation.
Articles based on…
Baulu-MacWillie, M., Samson, R. (1990). Apprendre, c’est un beau jeu. Montréal: Éditions de la Chenelière inc.
Howe, N., Bruno, A. (2010), Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context, Early Education and Development, 21(6), 940-962.
Shaffer, D. (2010). Developmental psychology: childhood and adolescence, Brooks/Cole Publishing Company.
O’Connor, C., Stragnitti, K. (2001). Play, behaviour, language and social skills: The comparison of a play and a non-play intervention within a specialist school setting, Research in Developmental Disabilities, 32, 1205-1211.
Developed by Audrey Leblanc and Mélanie Martel, psychoeducators ©2011, Groupe Formation Intervention inc., Montréal.
