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Tag Archives: kitsap county children

Spring Birthday Tea Parties

Spring seems to be creeping up slowly with all those Spring Birthdays around the corner.  If your daughter has never had an imaginative Tea Party or if she wants to experience the magic all over again, A Storybook Tea Party is the right choice.

I book only 2 parties on the weekends, 1 on Saturday and 1 on Sunday.  We have plenty of openings from March-June, so give me call and reserve your child’s special day.

If for some reason your child is sick on her special day, I will happily reschedule for a later date.

Party Packages

Please call Wendy 1-360-490-0777


Once Upon a Time…The Importance of Pretend Play

By: John Lee

“Imaginative play is a precursor of conceptual thought – in which possibilities are explored upon the inner ‘stage’ of a child’s imagination.” – Erik Erikson

To all the flash card fans and fact drillers out there, the statement I am about to make may shock you: For young children, developing imagination is an important way to gain knowledge.

You read correctly – and I’m not alone in this quest to elevate imaginative play to its rightful place alongside knowing ABCs or numbers or reading before the age of 3.

The Value of Pretend Play

Many experts agree on the lifetime value of developing imagination. Yale University child development psychologists Dorothy and Jerome Singer say, “A critical feature of adult life is our ability to create stories we tell ourselves about possible futures and ways of attaining our goals. Children need to get an early start in such inner storytelling and mental manipulation of various situations.”

Through play, children express the world inside them and order the world outside. Children’s minds are amazing when at work, especially those minds that don’t know the “right way to play.” Those children find paths to discovery and understanding, marching to the beat of their own drummers, and along the way they open the door to independence, self-confidence and unlimited potential.

Open-ended play encourages this highly individual experience and is fueled by imagination. Toys that leave room for a child’s input and creative imagination are the ones that they return to over and over again – they are captivating, enduring.

It’s important to start kids on the right road to imaginative play from their earliest months of infancy. The Singers point out recent research that shows children who are encouraged in imaginative play prove to be more creative a few years later, have a richer vocabulary, are less impulsive and aggressive and often become leaders with their playmates….More

The Importance of Pretend Play By Ellen Booth Church

The Importance of Pretend PlayYoung children learn by imagining and doing. Have you ever watched your child pick up a stone and pretend it is a zooming car, or hop a Lego across the table as if it were a person or a bunny? Your child is using an object to represent something else while giving it action and motion. But this pretend play is not as simple as it may seem. The process of pretending builds skills in many essential developmental areas.

Preschool and kindergarten classrooms usually have a well-equipped dramatic play area, and this is quite intentional. Research has shown that pretend play provides children with a microcosm for life that encourages them to take the skills they have learned in classroom lessons and apply them to meaningful life activities. It is believed that this process of application helps your child not only develop a skill, but learn how to use it in life.

Pretend Play Builds Social and Emotional Skills When your child engages in pretend (or dramatic) play, he is actively experimenting with the social and emotional roles of life. Through cooperative play, he learns how to take turns, share responsibility, and creatively problem-solve. When your child pretends to be different characters, he has the experience of “walking in someone else’s shoes,” which helps teach the important moral development skill of empathy. It is normal for young children to see the world from their own egocentric point of view, but through maturation and cooperative play, your child will begin to understand the feelings of others. Your child also builds self-esteem when he discovers he can be anything just by pretending!

In the early years, children are just beginning to understand the difference between fantasy and reality. Imaginative play and acting out both familiar characters (such as family members) and fictional ones helps children internalize this important distinction. For example, your child can grasp the difference between her real mommy and the mommy she sometimes pretends to be when playing house. She will then apply that experiential knowledge to other situations. Pretend Play Builds Language Skills Have you ever listened in as your child engages in imaginary play with his toys or friends? You will probably hear some words and phrases you never thought he knew! In fact, we often hear our own words reflected in the play of children. Kids can do a perfect imitation of mom, dad, and the teacher!

Pretend play helps your child understand the power of language. In addition, by pretend playing with others, he learns that words give him the means to reenact a story or organize play. This process helps your child to make the connection between spoken and written language — a skill that will later help him learn to read. Your child also builds vocabulary when she engages in pretend play. You and your child’s teachers can introduce theme-specific words. For example, if your child loves to play with her toy dinosaurs, she will quickly learn the very big words for their names if you point them out. Often children like to pretend to do the things that you do around the house. Consider providing magazines, books, paper, and pencils to her collection of dramatic play props at home. Your child will be using pre-reading and pre-writing skills to mimic real-life situations. For example, she can “read” to her dolls and stuffed toys, “write” letters, make lists, and even pretend to take telephone messages with a toy phone! Pretend Play Builds Thinking Skills Pretend play provides your child with a variety of problems to solve. Whether it’s two children wanting to play the same role or searching for the just right material to make a roof for the playhouse, your child calls upon important cognitive thinking skills that he will use in every aspect of his life, now and forever.

Does your child enjoy a bit of roughhousing? Great! Some researchers in early brain development believe that this sort of play helps develop the part of the brain (the frontal lobe) that regulates behavior. So instead of worrying that this type of activity will encourage your child to act out or become too aggressive, be assured that within a monitored situation, rough-house play can actually help your child learn the self-regulation skills needed to know how and when this type of play is appropriate. Pretend play also promotes abstract thinking. The ability to use a prop (such as a block) as a symbol for something else (such as a phone) is a high-level thinking skill. Eventually it will enable your child to recognize that numbers represent quantities of things, and that combinations of letters represent the words she speaks, hears, and reads. Nurture the Imagination.

Not enough pretend play at your house? Consider creating a prop box or corner filled with objects to spark your preschooler’s fantasy world. You might include: * Large plastic crates, cardboard blocks, or a large, empty box for creating a “home” * Old clothes, shoes, backpacks, hats * Old telephones, phone books, magazines * Cooking utensils, dishes, plastic food containers, table napkins, silk flowers * Stuffed animals and dolls of all sizes * Fabric pieces, blankets, or old sheets for making costumes or a fort * Theme-appropriate materials such as postcards, used plane tickets, foreign coins, and photos for a pretend vacation trip * Writing materials for taking phone messages, leaving notes, and making shopping list About the Author Ellen Booth Church is a former professor of early childhood education, an education consultant and author.