Pretend Play: Antecedent of Adult Creativity

Abstract

This article reviews the theoretical and empirical literature in the area of pretend play as a predictor of adult creativity. There is strong evidence that processes expressed in pretend play are associated with measures of creativity, especially with divergent thinking. There is some evidence from longitudinal studies that this association is stable over time. Converging evidence suggests that cognitive and affective processes in pretend play are involved in adult creative production. However, there is a lack of consensus in the field as to whether engaging in pretend play actually facilitates creative thinking. In addition, many other variables (opportunity, tolerance for failure, motivation, work ethic, etc.) determine whether children with creative potential are actually creative in adulthood. In spite of the many methodological challenges in conducting research in the play area, it is important to continue investigating specific processes expressed in play and their developmental trajectories. Large samples in multisite studies would be ideal in investigating the ability of specific play processes to predict these creative processes and creative productivity in adulthood.

Socioeconomic Risk and School Readiness: Longitudinal Mediation Through Children's Social Competence and Executive Function

“…In other words, successful prosocial interactions that are reliant upon social competence skills may serve as important, and perhaps even necessary, opportunities for continued practice and development of EF skills (Bateson, 2005; Russ, 2016). Such a conceptual model is consistent with long-standing approaches to the interrelation of social and cognitive development based on the theory of Vygotsky (Cole, 1995).…”

“…Finally, the predictive effect of EF on social competence has been shown to span into adolescence, as evidenced by studies where EF prior to school entrance and/or during elementary school predicted social and academic competence in 6th graders (Jacobson et al, 2011) and 15–year olds (Holmes et al, 2016). It is possible that EFs are needed for engaging in prosocial interactions (e.g., maintaining focus, listening, inhibiting distractions or inappropriate behaviors, and mentalizing another's beliefs or emotions), and perhaps necessary for the development and maintenance of social competence skills and positive peer relationships (Bateson, 2005; Hughes and Ensor, 2007; Brock et al, 2009; Russ, 2016). Thus, it is possible that poverty-related disruption of EF development itself can underlie disparities in school readiness, but can further contribute to disparities in school readiness through disruption of social competence skill development.…”

Children’s creative thinking abilities and social orientations in Finnish early childhood education and care

“…At the same time, they are processes that have an intrinsic value (FNAE, 2018, p. 58). A positive relationship has been proven between play and children's creativity (Holmes, Romeo, Ciraola, & Grushko, 2015;Russ, 2016;Russ & Dillon, 2011). Childreńs play promotes the affective and cognitive processes, which are critical in their creativity (Saracho, 2012, p. 18).…”

“…Creative abilities are possible to transfer from one domain to another (see Amabile, 1996). For example, in play, children are developing their creative abilities and divergent thinking, which they can utilize in any creative process (Russ, 2016;Russ & Dillon, 2011). The ability to think divergently in childhood also predicts creativity in adulthood (Russ & Wallace, 2013).…”

Os benefícios do brincar para a saúde das crianças: uma revisão sistemática

“…People provide constructive affective relationships to their social groups when they are satisfied with their lives, psychologically healthy and socially adapted, as well as they tend to be more productive and creative. The process of human development begins in childhood and the implications of environmental factors on child development have been considered relevant to the fate of human groups (22,23) . A child who plays would have a greater chance of becoming a balanced and healthy subject due to the increased motor, sensory, emotional, social and cognitive stimulations (1) .…”