The contribution of home play to children's divergent thinking and vocabulary

ABSTRACT We examined children's indoor and outdoor structured and unstructured play in home settings to explore their links with divergent thinking (DT) and receptive vocabulary. The sample included 222 children (51% boys; mean age = 5.44 years, SD = 0.50). Children's DT was assessed through object substitution during solitary free play in kindergarten, and receptive vocabulary was measured using a standardized test. Mothers reported the frequency of indoor and outdoor play activities. Structural equation modeling indicated that specific unstructured play activities were indirectly associated with receptive vocabulary via DT. The findings suggest that engagement in pretend play and art activities at home may provide children with opportunities to practice DT through object and material substitutions, thereby supporting receptive vocabulary development. At the same time, the modest size of these effects emphasizes the need for cautious interpretation and highlights that play is just one of several factors affecting children's language development.