Pretend play can also be referred to as imaginative, make believe, fantasy or symbolic play. This form of play affords children the opportunity to experiment with different events, experiences and possibilities in their lives. This form of play begins early on, approximately at fifteen months, when a child uses behaviors out of their original context. For example, a child, pretending the parents’ nose is the horn of a car, squeezes the nose and lets out a loud “toot, toot”.

Between the ages of two and seven, fantasy play evolves from a solitary form of play to a more elaborate format. Initially, children’s pretend play does not involve other children. An example would be the small child pretending to talk to their father on a toy phone. As the child grows and becomes involved in parallel play, or that of playing near another child, he/she will begin to notice other children’s pretend play but they will not try to act or change each others play. At about age four, fantasy play tends to take on a more social feel. The children have a common goal and there is typically an elaborate theme.

As fantasy play develops, so does the intellectual and social/emotional skills needed to be successful. A child will need to be able to imagine things that aren’t there, cooperate, communicate and work through feelings. As a child fantasizes cooperatively with others and becomes more interactive, he/she will be engaging in and learning social rules, etiquette, turn taking, negotiation skills, dealing with feelings and much more. Fantasy play inherently plays an important role in intellectual, social and emotional development.

Children with disabilities that affect communication may find playing symbolically to be difficult. They may view objects in a more limited way and may find it difficult to assign a different function or characteristic to the object than the one truly intended for that object. This may be the child who has difficulty pretending and playing with a block as a car.

Today, as a child’s daily routine is more structured and scheduled, many children do not have the exposure to unstructured play. Imaginative play is a crucial part of development and is important that parents foster and promote this type of play. As parents we can support our children’s imaginative play knowing that much will be learned and gained. For the child who has difficulty with symbolic play, time and opportunity to play in this manner may help. Click on the “pretend play” buttons to browse the toys and look for “the right toy” that will promote and foster your individual child’s imagination. Open up a whole new world of development as you pretend and make believe. For more information regarding make believe, stages of fantasy play and imaginary playmates, go to: sesame workshop.