This paper explores various aspects of symbolic play in childhood based on developmental theories. The aim is to investigate the pedagogical potential of symbolic play in childhood and its impact on different aspects of child development. The paper includes a review of relevant literature to explore theoretical concepts and empirical research on symbolic play. Symbolic function, a key ability that allows children to represent reality through symbols such as toys and roles, is examined as a central phenomenon in symbolic play. The development of symbolic play is described according to the child's chronological age, highlighting the increasing complexity of play as the child matures. The functions of symbolic play include fostering cognitive, social, emotional, linguistic, creative, and physical development in children. A critical review of A. S. Lillard's research emphasizes the importance of symbolic play in child development, while also highlighting the shortcomings in establishing a strong causal link between the symbolic play and specific developmental outcomes. The focus is specifically on symbolic play in children with autism spectrum disorder, the role of educators in fostering play, and the influence of the spatial-material environment on creativity and support for children's play. This paper provides a comprehensive insight into the importance of symbolic play in child development, exploring various dimensions of its impact and encouraging further research in the field to better understand the complex mechanisms of interaction between symbolic play and child development.