How story time and pretend play with adults can benefit a child’s development and imagination

Children’s brain development and imagination can greatly benefit from interactive games with their parents, new research by two Victorian universities has found.

Rebekah and Henry Damen play with their kids Matilda and Mason multiple times a day.

Story time, dress ups and pretend tea parties with mum and dad have a crucial impact on a child’s brain development and imagination, new research has revealed.

Parents are being encouraged to spend more time with their kids, after a study by researchers at Australian Catholic University in partnership with Monash University found babies as young as four months old can significantly benefit from playing with an adult.

By using the book We’re Going on a Bear Hunt, lead researcher and ACU associate lecturer Susan Yu found adults could help children bring stories to life through co-constructing imaginary experiences such as putting on binoculars to look for bears and dramatising the “splash, splosh” scene.

New research has revealed the benefits of acting out scenes from books. Picture: David Crosling

“Adults were able to help (their children) give new meaning to objects and their actions, which then supports the development of their play and imagination,” she said.

“Parents can vary their pedagogical positioning depending on the needs of their children. They could sometimes be the play partner by taking up a role in imaginary play, could suggest play ideas or they could allow their children to lead the play.”

A wider literature review also found playing with children was essential to developing a child’s executive functions, self-regulation, social skills, and wellbeing.

Ms Yu said the data collected from the study has “filled the gap” when it comes to understanding the play and imagination habits of infants and toddlers under the age of two.

“It’s clear infant-toddlers have the capacity to engage in collective imagining with adult support,” she said.

Playing with children can also develop their executive functions, self-regulation and social skills. Picture: David Crosling

The study also used Monash University’s Conceptual PlayLab – a research project testing play-based models for teaching science, engineering and technology to kids – to educate parents on how they could include STEM while playing with their children.

“This research shows how we can empower families with the skills and knowledge to inspire and celebrate children’s imaginations,” Conceptual PlayLab lead Dr Prabhat Rai said.

Parents Rebekah and Henry Damen play with their 3-year-old daughter Matilda and 3-month-old son Mason multiple times a day, through pretend cooking, dressing up and playing with teddy bears.

“We play with teddies and give them a name and personality. We also play in the cubby house where Matilda will pretend to serve us food,” Ms Damen said.

“I find that by playing with Matilda, I am able to model how to use your imagination as well as it being a great time and a great way to build my relationship with her.”