He explains that direct teaching of children by adults is rare in traditional cultures, and likely was for our hunter-gatherer ancestors. However, with the advent of increasingly complex technologies such as reading and mathematics and the need for universal education, formal schooling became necessary, and this has recently extended to early childhood.

"The prevalence of preschool education has increased over the decades in many developed countries, and unlike earlier days when 'learning through play' described the basic curriculum, contemporary preschool education instead often emphasizes direct instruction, characteristic of pedagogy designed for older children," said Bjorklund. "This reflects an evolutionary mismatch between young children's evolved learning abilities and the demands of contemporary society."

Pretend play occurs voluntarily and spontaneously, especially when the individual is relaxed and not under stress and typically lacks any immediate practical purpose.

"In the context of pretend play, skills encompass imagination, the ability to think about possibilities that differ from reality, mental time travel, and imitation, among other symbolic capabilities," said Bjorklund.

He explains that pretend play functions as an experience-expectant process, enhancing the brain's readiness for focused learning.