Pretend play: the childhood skill that may help protect children’s mental health

For generations, pretend play has been recognised as one of the most joyful and imaginative parts of childhood. Children turn boxes into castles, tables into cubby houses and everyday objects into tools for entire worlds of their own creation. New research now suggests this kind of play may be doing far more than entertaining children, it may also support long-term mental health.

A recent study highlighted by RNZ, led by researchers from the University of Sydney, found that children with stronger pretend play abilities at ages two to three later showed fewer emotional and behavioural difficulties in childhood.

At a time when concern about children’s wellbeing is growing globally, the findings offer an encouraging reminder that some of the most valuable protective factors may already exist within everyday childhood experiences.

What the research found

Researchers analysed data from more than 1,400 Australian children participating in the Longitudinal Study of Australian Children.

Early childhood educators assessed children’s pretend play skills between ages two and three, looking at behaviours such as:

• simple pretend actions, such as feeding a doll
• using one object to represent another
• role play with peers
• imaginative scenarios and symbolic thinking.

When those children were assessed again at ages four to five, and later six to seven, children who had shown stronger pretend play skills as toddlers were found to have fewer emotional and behavioural difficulties.

These included lower levels of worry, distress and challenging behaviours.

Importantly, the relationship remained even after accounting for factors such as socioeconomic background, parental mental health, language ability and parent-child relationships.

Why pretend play matters

Pretend play is a key developmental milestone that often begins in toddlerhood and becomes more complex during the preschool years.

As children grow, pretend play may involve taking on roles, building stories, negotiating rules and creating shared imaginary worlds.

These experiences can support a wide range of capabilities, including:

• creativity and imagination
• language development
• social understanding
• problem-solving
• flexible thinking
• emotional expression
• cooperation and negotiation.

For educators, this is often visible in everyday play experiences where children test ideas, explore emotions and practise relationships.

A timely reminder for the ECEC sector

The findings are particularly relevant for early childhood education and care (ECEC) services, where play-based learning remains central to approved learning frameworks.

High-quality ECEC environments often provide rich opportunities for pretend play through:

• dramatic play spaces
• open-ended materials
• loose parts and natural resources
• storytelling experiences
• uninterrupted play time
• responsive educator engagement.

These settings can give children the time, space and support needed for imagination to flourish.

A shrinking space for imaginative play

The study also arrives amid growing concern that opportunities for unstructured play may be declining.

In many families and communities, increased screen time, busy schedules and reduced access to open play environments can limit opportunities for children to engage deeply in imaginative play.

While modern life has changed significantly, children’s developmental need for play has not.

What families and educators can do

Supporting pretend play does not require expensive toys or elaborate setups.

Simple strategies include:

• providing boxes, scarves, blocks or costumes
• allowing uninterrupted free play time
• joining children’s play without taking control
• reducing reliance on screens during play
• creating safe indoor and outdoor spaces for imagination.

Often, the simplest materials can inspire the richest play.

Pretend play can sometimes look like mess, noise or silliness to adults.

But beneath the surface, children may be developing emotional resilience, social understanding and confidence.

This emerging research offers a valuable reminder for families, educators and policymakers alike: some of childhood’s most important work can look like play.