From such beginnings, children begin to engage in more mature forms of dramatic play, in which by the age of 3–5 they may act out specific roles, interact with one another in their roles, and plan how the play will go. Such play is influential in developing self-regulation, as children are highly motivated to stick to the roles and rules of the play, and thus grow in the ability to inhibit their impulses, act in coordination with others, and make plans.114 High-level dramatic play produces documented cognitive, social, and emotional ben¬efits.115 However, with children spending more time in adult-directed activities and media use, forms of child play characterized by imagination and rich social interactions seem to be declining.116 Active scaffolding of imaginative play is needed in early childhood settings if children are to develop the sustained, mature dramatic play that contributes significantly to their self-regulation and other cognitive, linguistic, social, and emotional ben¬efits. Adults can use proven methods to promote children’s extended engagement in make-believe play as well as in games with rules and other kinds of high-level play.117 Rather than detracting from academic learning, play appears to support the abilities that underlie such learning and thus to promote school success.118