A recent study from the University of Bristol, led by Professor Elena Hoicka, has found that babies can recognize pretense, with around half of children being able to pretend by 12 months old.
This research provides the first detailed look at how children’s understanding and participation in pretense evolves from birth to three years of age. Pretense plays a significant role in developing cognitive and social skills, aiding children in learning, creativity, and social interactions.
The study gathered data from 900 parents across four countries— the UK, US, Australia, and Canada—focusing on children from birth up to 47 months old. The earliest age at which children were reported to recognize pretense was four months, while by 13 months, half of the children recognized pretense in others.
Similarly, half of the 12-month-olds were already engaging in regular pretend play, showcasing the early emergence of these imaginative abilities.
Researchers identified 18 distinct types of pretend play that emerge and progress throughout early childhood. At around one year of age, children’s pretense primarily involves their own bodies, such as pretending to sleep or using gestures to mimic actions like brushing their teeth.
Gradually, they begin to use objects imaginatively, such as pretending an empty cup is being used for drinking, and start to engage in more creative forms of play.
As children reach two years of age, their pretend play becomes more abstract, allowing them to imagine scenarios they may not have experienced in daily life, such as flying a rocket ship.
Their growing language skills also help enhance their play, enabling them to create complex storylines and take on roles of both familiar and fantastical characters like Spider-Man or Peppa Pig. This indicates an expanding capacity for abstract thinking and imaginative play.
By age three, children demonstrate remarkable creativity in their pretense, inventing elaborate scenarios and sometimes interacting with imaginary friends. The research emphasizes that, while some parents might overestimate the understanding of pretense in younger children, the findings align with previous studies.
This comprehensive research offers a valuable tool for parents, educators, and professionals to support early childhood development, potentially serving as a diagnostic tool for identifying developmental differences in pretense and play.
