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It is widely believed that play and curiosity are key ingredients as children develop models of the world. There is also an emerging consensus that children are Bayesian learners who combine their structured prior beliefs with estimations of the likelihood of new evidence to infer the most probable model of the world. An influential school of thought within developmental psychology, rational constructivism, combines these two ideas to propose that children learn intuitive theories of how the world works in part by engaging in play activities that allow them to gather new information for testing their theories. There are still, however, at least two pieces missing from rational constructivist theories of development. First, rational constructivism has so far devoted little attention to explaining why children's preferred form of learning, play, feels so fun, enjoyable, and rewarding. Rational constructivism may suggest that children are curious and like to play because reducing uncertainty and learning better theories of the causal workings of the world is enjoyable. What remains unclear, however, is why reducing uncertainty in play is interesting, fun, and joyful, while doing so in other forms of learning can be frustrating or boring. Second, rational constructivism may have overlooked how children, during play, will take control of and manipulate their environment, sometimes in an effort to create ideal niches for surprise‐extraction, sometimes for developing strategies for making the world fit with their predictions. These missing elements from rational constructivism can be provided by understanding the contribution of play to development in terms of predictive processing, an influential framework in cognitive neuroscience that models many of the brain's cognitive functions as processes of model‐based, probabilistic prediction. [ABSTRACT FROM AUTHOR]