| Studies show when young children play with | | | | create the play environment complete with a toy |
| high-quality pretend play toys, many levels of their | | | | kitchen. Play food toys should be fun, and enjoyable, |
| mental and emotional growth are enhanced. On a | | | | without causing anxiety for you or your child. |
| social plane, after regularly participating in these play | | | | Complete the toy kitchen with many different types |
| activities, children become better able to express | | | | of play food in a variety of colors and shapes; pots |
| themselves having developed linguistic skills early on. | | | | and pans of large, medium and small sizes. These will |
| Their problem solving ability including mathematical and | | | | get the child involved in the make-believe. It is |
| logical reasoning and other cognitive functioning are | | | | educational, because food toys can involve cooking a |
| also improved compared to non-pretend play | | | | pretend meal. Recipes cards involving some of the |
| counterparts. Toy kitchens and play food are among | | | | play food ingredients can be created for a planned |
| those recreational make-believe sessions, if | | | | activity. |
| pre-planned, help children become early thinkers, and | | | | For children not yet able to read, visuals help them |
| carry that ability with them throughout their life. | | | | develop association skills, identifying common food |
| Research conducted by Kavanaugh, Eizenman, and | | | | colors and shapes. Additionally, identifying fruit and |
| Harris (1997) showed children around the age of 2-1 | | | | vegetables will help them know how important these |
| 2 who had make-believe people pretend to conduct | | | | foods are to their overall health, short-term and |
| actions with pretend play toys, had a better | | | | long-term. This is especially important for toddlers in |
| understanding and awareness of others while | | | | learning which types of real foods are edible and |
| engaged in the shared activity. And before the age | | | | healthy. Foster this by asking them during pretend |
| of 4, children develop a "theory of mind" which both | | | | play about the food they are cooking to help them |
| role playing and role assignment during pretend play | | | | develop recognition and recall. |
| help facilitate, based on studies conducted by Sinclair | | | | Parents can also teach their children to be responsible |
| (1996). | | | | by cleaning up after they pretend food play. This |
| This could be one of the main reasons why--contrary | | | | action is one good way they can keep play food |
| to previous trends--preschool training, academically, | | | | activities at a high-quality educational level. |
| educational facilities are changing how they view | | | | Components for the play kitchen do not have to be |
| pretend play toys. They are currently getting a head | | | | expensive and are relatively easy to find, many |
| start on teaching children to be ready for higher | | | | stores sell mock food for play kitchens. You can |
| learning education. Some pre-schools are introducing | | | | purchase these items individually, based on your |
| children to social pretend activities incorporating the | | | | budget. Thrift stores and local retail toy stores are |
| teaching of color, alphabet and number learning. | | | | good shopping sources. The short-term investment is |
| One of the easiest ways parents can introduce their | | | | worthwhile compared to the long-term educational |
| young children to the cognitive thinking process is to | | | | benefits to kids. Plus the activities are fun and free. |