Ok - this is HUGE!!! Have you looked at the theorists as a starting point?
Vygotsky theorized that young children use private speech in play to regulate their behaviour, transforming this private speech into self-regulation
Fisher stated that there is a body of evidence showing the effectiveness of play, especially socio-dramatic play, in promoting problem-solving abilities.
Curran investigated the rules used by 3, 4, and 5 year-old children in their social pretence. She identified both explicit rules that the children could articulate (e.g., play fair, take a role) and explicit rules that children constructed but usually could not articulate (like engaging others). If rules in the first set were broken, the play stopped, but with the second set, the rules were learned gradually by the less experienced players, and the "master players" tried to channel those less familiar with these rules to keep the play going. She suggests that the development of the implicit rules, in particular, requires both divergent thinking and comprehension of rule structure.
Rubin and Coplan reported on a series of studies that followed children who exhibited non-social or "withdrawn" play behaviours during preschool; they found that early social withdrawal predicts peer rejection, social anxiety, loneliness, depression, and negative self-esteem in later childhood and adolescence, as well as having negative implications for academic success.
There's loads of other theorists as you know - if you would like me to do some researching for you - just shout!
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