In the late 1990s, and early 2000's, Drs. Dorothy and Jerome Singer conducted several studies based on short-term, early childhood education intervention programs called "Learning Through Play," "Circle of Make-believe," and Magic Story Car." The programs were created to improve children's preparations for formal schooling and were evaluated in daycare centers and Head Start in a number of states around the country. As part of the program, parents played imaginary games such as "Restaurant," "Store," "Camping" and "Library" with their children on an average of 30 minutes daily, five days a week.

• Significant increase in spontaneous imaginativeness and in pro-social skills, cooperation, sharing and taking turns
• Increases in children's persistence on tasks, concentration and displays of positive emotions (smiling, laughing, interest/excitement)
• Increase in the ability to identify letters
• Less aggressive play and more constructive social interactions among the children

In a 2003 study by R. Shiner, A. Masten and J. Roberts, the researchers found that children who scored high in social skills, academic attainment and work competence 20 years earlier maintained these patterns as adults. These kinds of skills are the same as those found to emerge from imaginary play in the earlier years - these socialization skills are the most important at this young age.

A 1996 study by S. Stone and J. Christie found that academics such as reading and writing improved for kindergarten and second grade children when they played together during 15 hours of play sessions.

Research by both M. Restrepo and A. Lucia in 1999 and J. Singer and M. Lythcott in 2002 showed that dramatic play involving props and with enough time to enact various themes, children were able to learn the skills needed to deal with confrontations with adults or with their peers.