Pretend play has long been recognized as a valuable skill for children, but a recent study suggests that it may be even more important than we previously thought. Researchers conducted a study involving 902 parents from the UK, US, and Australia, with children ranging in age from birth to nearly four years old. The results of the study shed light on the early development of pretend play and its impact on cognitive and social skills.
The study found that some children were engaging in pretend play as early as four months old, with around half of the children capable of pretending by 12 months. By 13 months, half of the children could also recognize pretense. This suggests that the ability to pretend is a complex and evolving process that begins very early in life. According to educational psychologist Elena Hoicka, pretending plays a crucial role in children’s learning, creativity, social skills, and understanding of others.
As children get older, their pretend play becomes more sophisticated. The researchers observed that pretend play typically starts with simple actions involving the body, such as pretending to sleep. It then progresses to gestures and actions, like using a finger to brush teeth, and eventually develops into substituting objects, such as using a banana as a phone. By the age of two, children are beginning to incorporate more abstract thought into their pretend play, imagining scenarios that they may not have experienced in real life.
As children approach the age of three, their pretend play becomes even more elaborate. They begin using their entire bodies to pretend to be other people, animals, or objects, engaging in imaginative scenarios and even creating imaginary friends. This period of development is crucial for refining language skills and expanding the ways in which children can use pretend play to create complex storylines.
Implications for Developmental Research
The study’s findings provide valuable insights into the trajectory of pretend play from infancy to early childhood. By identifying 18 different types of pretend play in young children, the researchers have laid the groundwork for future research to explore the relationship between pretend play and cognitive development. This research could potentially be used as a diagnostic tool for identifying developmental differences in young children and tailoring interventions to meet their specific needs.
Pretend play is a fundamental aspect of early childhood development that deserves further attention and research. By understanding the importance of pretend play in shaping children’s cognitive and social skills, we can better support their learning and growth during these crucial formative years.
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