The ability to pretend is a skill that is valuable throughout life, starting from a very young age. A recent study conducted by researchers in the UK involved interviewing 902 parents from different countries about their children’s behavior when it comes to pretending. The study revealed that some children as young as four months old were already engaging in pretend play, with around half of them being capable of pretending by the age of 12 months. By 13 months, half of the children in the sample were able to recognize pretense, highlighting the early onset of this skill.
According to educational psychologist Elena Hoicka from the University of Bristol, pretending is a complex and evolving process that plays a crucial role in children’s cognitive and social development. The study conducted by Hoicka and University of Oxford clinical psychologist Eloise Prouten identified different stages of pretending, starting with simple actions like pretending to sleep and progressing to more advanced behaviors such as using objects in place of something else. By the age of two, children were already demonstrating abstract thinking by pretending to engage in activities they have no prior experience with.
As children approach the age of three, they start incorporating their entire bodies into pretending to be different characters, animals, or even inanimate objects like trees. The researchers identified a total of 18 different types of pretense among the children in the study, showcasing the wide range of ways in which children engage in pretending. This study stands out as one of the first to track pretending behavior from birth up to the age of three, providing valuable insights into the development of this skill.
The findings of this study have the potential to shed light on the patterns of development in early childhood and how different types of play and learning may be beneficial at various stages of a child’s life. By gaining a deeper understanding of children’s pretending behavior, researchers hope to use this information as a diagnostic tool for identifying developmental differences in young children. This approach may offer new insights into how to support children’s cognitive and social development through various forms of play.
The ability to pretend is a fundamental skill that children start developing at a very young age. Through the stages of pretending, children not only enhance their cognitive and social skills but also foster creativity, make friends, and develop a deeper understanding of the world around them. By recognizing the importance of pretending in early childhood, we can better support children’s development and offer them opportunities to engage in imaginative play that will benefit them in the long run.
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