The ability to pretend is a valuable skill that individuals use throughout their lives. From childhood make-believe games to adult interactions, pretending plays an important role in social and cognitive development. A recent study conducted by researchers in the UK sheds light on the early emergence of this skill in children. The study involved 902 parents from the UK, US, and Australia, who provided insights into their children’s pretend play behaviors from birth up to 47 months.
The findings of the study revealed that some children as young as four months were already engaging in pretend play. By the age of 12 months, approximately half of the children demonstrated the ability to pretend, with recognition of pretense developing around 13 months. According to educational psychologist Elena Hoicka, from the University of Bristol, pretending is a complex and evolving process that begins very early in life. It serves as a catalyst for advancing cognitive and social skills in children.
As children grow older, their ability to pretend becomes more sophisticated. The study by Hoicka and her co-author, University of Oxford clinical psychologist Eloise Prouten, outlined the progression of pretense from basic body movements to more abstract thoughts. Children start by mimicking actions such as sleeping or brushing teeth with objects, then progress to substituting objects in pretend play scenarios. By the age of two, children are capable of engaging in more abstract pretend activities, such as flying a rocket ship.
The researchers identified 18 different types of pretense in young children, highlighting the myriad ways in which children engage in pretend play. As children approach the age of three, they begin using their entire bodies to immerse themselves in pretend roles, whether it be as cartoon characters, animals, or trees. At this stage, children also start introducing more complex scenarios and may even create imaginary friends to enhance their play experiences.
While parent reports may not always be entirely accurate, they provide valuable insights into the early stages of development. By studying pretend play behaviors from birth to the age of three, researchers can better understand the patterns of development in young children. This information can potentially be used as a diagnostic tool for identifying developmental differences and tailoring interventions to suit the needs of individual children.
The ability to pretend is a crucial aspect of children’s learning, creativity, and social interactions. By recognizing the various stages and types of pretense in young children, researchers can gain a deeper understanding of early childhood development. Pretend play not only fosters imagination and creativity but also contributes to the overall cognitive and social growth of children. It is imperative to continue exploring the role of pretense in childhood development to unlock its full potential as a tool for assessing and promoting healthy development in young children.
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