Imaginative Play of the Young Child in Home and School Settings

This paper reviews theoretical writings on the importance and function of imaginative play in the development of young children, and describes measurement instruments and instructional aids used for imaginative play in home and school settings. A historical summary of the function of play in the young child's life is presented. Early theories saw play as a way of dispelling physical or emotional energy, or as a socializing agent that prepared children for their adult roles. Recent research has stressed the importance of play as a process of mental representation and social collaboration, giving play an important role in learning and language development. The role playing element of imaginative play is described as a key to intellectual growth. A review of the literature includes discussion of the work of Curry and Arnaud, Singer, Neumann, Yawkey and Blohm. Particular reference is made to the Singer Interview for Imaginative Play and the Language and Imaginative Play Experience Approach (LIPEA). Imaginative play is analyzed from four viewpoints; (1) educational, (2) cause and effect; (3) child developmental, and (4) creative communicational models. The roles of objects, actions, and situations in setting the scope and content of make believe play are discussed as an aspect shared by all viewpoints. (SB)