The ability to pretend is a crucial skill that we use throughout our lives, from childhood make-believe games to adult interactions. A recent study conducted by researchers in the UK sheds light on how children learn the art of pretense from a very young age.
The study surveyed 902 parents from the UK, US, and Australia with children aged from birth up to 47 months. Surprisingly, some children as young as four months were already engaging in pretend play, with around half of them capable of pretending by their first birthday. By 13 months, half of the children could even recognize pretense, indicating the early development of this important skill.
According to educational psychologist Elena Hoicka, pretending is a complex process that evolves over time. The study found that children initially start with simple body movements, such as pretending to sleep, before progressing to mimicking gestures and actions. As they grow older, children begin substituting objects in their play, like using a banana as a phone. By the age of two, children start incorporating more abstract thoughts into their pretend play, allowing them to act out scenarios they have never experienced.
By the age of three, children are using their whole bodies to pretend to be other people, animals, or even objects like trees. They also start engaging in more unusual scenarios and may even have imaginary friends. This stage of development is crucial as children’s language skills are also progressing, enabling them to create elaborate storylines during pretend play.
The researchers identified 18 different types of pretense in young children, showcasing the diversity and complexity of pretend play. This study is the first of its kind to track pretending behavior from birth to the age of three, providing valuable insights into early childhood development. While parent reports may not always be accurate, they have been shown to correlate with lab reports in previous studies, making them a reliable source of information for this study.
Understanding the patterns of development in early childhood can help educators and parents tailor play and learning activities to suit the needs of individual children. By further exploring the findings of this study, researchers believe that they could develop a diagnostic tool for identifying developmental differences in young children. This could lead to early interventions and support for children who may require additional assistance in their development.
The study highlights the importance of pretend play in early childhood development and emphasizes the role it plays in advancing cognitive and social skills. By recognizing and encouraging pretend play in young children, we can help them grow and thrive in various aspects of their lives.
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