“Play” may be what children do best. And play is so important to a young child’s development that researchers, such as Professor Stuart Reifel at the University of Texas at Austin, devote lifetimes to investigating it.

Here is one thing we think we do understand about play: About the age of two or so, many children are able to engage in “pretend” play—becoming what they are not—whether a kitty, a frog, an eentsy weentsy spider, or a superhero. This stage of play is a critically important signal both to the development of the mind and to children’s social/emotional growth. But playing at (and playing out) stories or parts of stories also contributes to language and literacy growth.

There is probably no better place to initiate “pretend” play than with the books and stories children know best.

	In this example, the kids play the role of the naysayer- not allowing the penguin to ride the bus. Interestingly enough, the "no's" cried by the children are not written in the book.

In fact, one way in which children work out story meanings is to enter the stories as characters and play out some of the action. Soon after kids hop like a bunny, or meow like a hungry kitty, they can also play (dramatize) parts of simple (and familiar) story plots.

Vivian Paley, an extraordinary teacher and the author of A Child’s Work: The Importance of Fantasy Play (University of Chicago Press, 2004) and Wally’s Stories (Harvard University Press, 1987) encouraged her kindergarten students to play the stories they told her—choosing other children to step into those stories and take on roles as needed. Paley believes that children’s understandings are enriched, and their senses of story enhanced, as they playfully enact their own stories. In childcare centers, too, teachers help children take on parts in the stories they know best, playing the parts of the bears or Goldilocks after the tale is familiar and loved. Preschoolers scoot chairs together to make the bridge for the Mean Old Troll to climb under—a place from which they can frighten the three Billy Goats Gruff who blithely trip across that bridge. After a story is shared, five-year-olds often ask “Can we make a play of it?” All of these children (at all these ages) are really asking: “Can we crawl into this story further?” “Can we make it even more our own?”

In homes, young children also “try on” the personae of characters in books they love—and because they do, they seem to understand both the character and the story better. One two-and-a-half year old played the part of Olivia the pig for nearly a year. “Call me Olivia,” she would insist. Or, “I’ll be Olivia, and you be Mwithommy”—playing out her fantasy and the story (Olivia by Ian Falconer, Atheneum, 2000). Parents playfully enter stories their children. If, as Daddy reads, he suggests, “I’ll be the big wolf and you be the little pig. Here I go: ‘Little Pig, Little Pig, Let me come in! Or I’ll huff and I’ll puff…,’” the little piggy will likely shout, “‘Not by the hair on your chinny-chin-chin!’”. Next time, it’s her turn to be the wolf—trying out roles, using story language, creating tale variations, and more.

Some books seem perfect for playful part taking—a few of which are listed on this webpage. The children on the video that accompanies this site are playing with the book, Don’t Let the Pigeon Drive the Bus (Mo Willems, Hyperion, 2003). They tell the Pigeon “NOOOOO” each time he begs to drive. Their roleplaying shows they have stepped into the story and “get it”-- deeply. Older children often choose more complex parts—stirring the pasta pot as Strega Nona (Tomie dePaola, Simon & Schuster, 1975), or designating a closet as the elevator, and then moving into the Plaza with Eloise (Kay Thompson, Simon & Schuster, 1969).

Children who get to step into stories understand more deeply. Lucky the kids who get an early start trying on the roles of favorite characters. So, if you’re one of those adults willing to play stories with kids, take a bow.

Applause, applause.