Abstract

This qualitative study examines educators’ perspectives on the role of pretend play in the development of executive function (EF) in preschool-aged children. Five educators, aged 24-62, were recruited from three different early childcare centers in Montreal, Quebec. Data were collected online through semi-structured interviews and demographic and classroom environment questionnaires. Findings suggest that pretend play serves as a medium in which children can develop, practice and integrate skills associated with EF, such as working memory, inhibition and cognitive flexibility. It was also found that child-directed play and teacher-directed play are meaningful experiences that help to engage children’s EF abilities. The study concludes that educators and the classroom environment are both moderating factors that scaffold and support children in the attainment of EF.