This article examines the impact of pretend play (also known as role-playing or socio-dramatic play) on the comprehensive development of preschool children. Based on theoretical foundations and empirical observations, it explores how pretend play contributes to speech development, emotional regulation, social interaction, and cognitive skills. The study emphasizes the necessity of integrating structured play into preschool curricula and highlights the role of educators in facilitating effective play scenarios.

Pretend play, preschool development, socialization

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