Why early pretend play matters for families and schools

Unlike previous studies, the research was based on a large, population-based Australian sample, increasing its relevance for Australian families, educators and policymakers. 

The findings come as opportunities for imaginative play are increasingly crowded out. 

“These findings are especially relevant today, when many children spend more time on screens, take part in more structured activities, and have fewer opportunities for free, imaginative play,” said Dr Vasilopoulos.

“Pretend play can be easy to overlook, yet it plays an important role in supporting children’s mental health.”

Emotional regulation does not explain link

The researchers found emotional regulation did not explain the relationship between early pretend play ability and later mental health, challenging common assumptions about how play supports wellbeing. 

“Emotional regulation – the ability to manage and respond to emotions – is often assumed to explain how early play influences later mental health, but that isn’t what we found,” said Dr Vasilopoulos. “When emotional regulation was taken into account, the association did not hold, suggesting other, less understood developmental processes may be involved.”

The researchers point to ‘embodied cognition’ as a possible explanation calling for further investigation. During pretend play, children possibly engage motor brain regions thought to play a role in attention and anxiety. This possible connection highlights how much remains unknown about how pretend play influences mental health.

Tips for encouraging child-led pretend play

The researchers emphasise the importance of child-led pretend play, and suggest adults can support it by:

• Letting play unfold for its own sake, rather than turning it into a teaching moment. If a child makes a mistake while counting or naming things during play, the priority is to keep the play going rather than interrupting to correct them.
  
• Following the child’s lead when joining in, much like a game of tennis. Waiting for the child to “serve” first helps keep play child‑led, though gentle prompts can help if a child is unsure how to begin.
• Responding to children’s play with simple observations or open‑ended comments instead of instructions. Describing what is happening in the play, or wondering aloud what might happen next, can enrich play without directing it.
• Stepping inside the play rather than directing it from the sidelines. Adults can ask children what role they would like them to take on, or suggest being a low‑power character, such as a confused visitor or a forgetful customer.

“Pretend play doesn’t need to be complicated or instructional,” said Dr Vasilopoulos. “Using this kind of gentle, child‑led involvement may be one practical way to build the pretend play abilities our research links to better mental health outcomes later in childhood.”