The art of “pretending” is a crucial aspect of a child’s learning process. Being able to imitate an action or imagine – and perhaps draw – fantastic elements opens the doors of creativity, helps to make friends and facilitates understanding of the surrounding world. But when, in concrete terms, does a child begin to distinguish the real from the fantastic (learning to acquire the capacity for abstraction and then increase his experiences day after day)?
In response to these questions there are the results of a research conducted by the University of Bristol (United Kingdom) and published on Cognitive Developmentwhich traces a detailed profile on the evolution of the ability of children to recognize and apply various forms of fiction. The study on the Early Pretending Survey (EPS) is the first of its kind to systematically map how (and when) children begin to understand the concept of “pretending” and begin to develop this skill. it was coordinated by Elena Hoicka, professor of educational psychology at the University’s School of Education.
“This research seems promising to evaluate – through parents’ reports – the development of pretend play in children between 4 and 47 months.” Thus to Today.it Cristian Pagliariccio, school psychologist of the Order of Psychologists of Lazio. “The English study – he continues – does not offer definitive results and should be taken with caution. However, it enriches our understanding of child development, providing useful operational tools for carrying out interventions and supporting future research”.
The game of “pretend”
A survey was conducted among 900 parents of children – who, according to a German study, grow up healthier thanks to older siblings – from the United Kingdom, the United States, Canada and Australia. Through the stories of fathers and mothers, the research group identified 18 types of pretense that reveal themselves – progressively – in the first years of life. According to the data acquired, the ability to decipher fiction is already inherent in some children starting from the age of four months; around one year of age, around 50 percent of children show the ability to pretend (as well as imitate some real situations). Finally, around 50 percent of 13-month-old children are able to distinguish unreal elements in the situations in which they find themselves.
The study highlights how a similar ability in young children begins above all with the use of their own body (for example, simulating sleeping) or through gestures that copy objects and actions (brushing their teeth with a finger or using a banana as a telephone). Around the age of two, children begin to imitate situations that are not part of their daily experience (such as traveling in space) and, around the age of three, many of them show a marked creativity (for example, creating fantastic scenarios that , during the gaming experience, change into fantastic plots).
A game, that of “pretending”, which Pagliariccio considers “fundamental for child development. Playing pretend, in fact, stimulates autonomy and offers boys and girls advantages in various areas”. Any examples? “I’m talking about the cognitive aspect (imagination, creativity, abstract thinking) – replies the psychologist – but also the socio-emotional aspect (understanding and managing emotions, developing empathy, improving social skills), verbal and non-verbal communication. And again, benefits linked to functions executive skills (planning, problem-solving, self-regulation) and mastery of situations, as it offers useful models for acquiring and dealing with everyday life”.
Better understand child development
The English study represents a significant step forward in understanding child development “and can significantly help interactions between parents and children. Recognizing the importance of symbolic play and stimulating parents to dedicate time and attention to it”, continues Pagliariccio. “Moreover – continues the psychologist – similar tools (the use of which should always take place in a context of discussion with professional figures, to maximize the benefits and minimize the risks of incorrect interpretations) can promote communication between psychologists, educators and families. Creating synergy between adults for the good of minors”.
Pagliaricco specifies that “the relationship with the psychologist remains important to suggest appropriate activities and guide the parental function, also considering the fears and doubts of the parents, as well as the risk of improper use which could cause children to be labeled or stigmatised”. Commenting thus: “In a historical period in which the tendency towards competitiveness and perfectionism is high, it is not a question of making comparisons with other children, but of orienting the parental function in the best possible way. In order to adequately support the children with activities appropriate to their level of development”.