The ability to pretend is a crucial skill that accompanies individuals throughout their lives. This skill starts developing at a very young age, as highlighted by a recent study conducted by researchers in the UK. The study involved 902 parents from the UK, US, and Australia, with children ranging from birth up to 47 months. Surprisingly, the researchers found that some children were engaging in pretend play as early as four months, and around half of them were capable of pretending by 12 months. By 13 months, half of the children in the sample could even recognize pretense. This early development of pretending signifies its importance in advancing cognitive and social skills in children.
The Evolution of Pretense
Pretending becomes more sophisticated as children grow older, according to the study. Early stages of pretending involve imitating actions with the body, such as pretending to sleep or brushing teeth with a finger. As children reach the age of two, they start incorporating gestures and actions into their pretend play, even substituting objects like using a banana as a phone. By the age of three, children begin to engage in more abstract forms of pretend play, such as pretending to be someone or something they have never experienced before, like flying a rocket ship. This progression from simple body movements to complex abstract thoughts showcases the development of children’s imagination and creativity.
As children’s language skills continue to develop, their ability to pretend also expands. This allows them to create elaborate storylines and engage in more complex types of pretend play. By the age of three, children not only pretend to be other people or animals but also create imaginary scenarios and engage with imaginary friends. The researchers identified a total of 18 different types of pretense in these young children, highlighting the diversity and complexity of pretend play in early childhood.
The study’s findings provide valuable insights into the patterns of development in children’s early years. By understanding the different stages and types of pretend play, educators and parents can better support children’s cognitive and social development. Additionally, the researchers suggest that the study’s results could potentially be used as a diagnostic tool for identifying developmental differences in young children. By recognizing the importance of pretending in children’s learning, creativity, and social interactions, we can enhance their overall development and well-being.
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