Toward Symbolic Functioning: Structure of Early Pretend Games and Potential Parallels with Language

Abstract

The sequence of development of pretend play behaviors between 8-30 mo. exhibits a hierarchical order consistent with the theories of Piaget and Werner and Kaplan. Prior to pretending, children demonstrate knowledge of the functions of real objects by gesture. Next they pretend at their own everyday activities. As the ability to symbolize advances, pretending becomes decentered so that children pretend at others'' activities and apply pretend schemes to dolls and other substitute participants. Such play is then integrated into sequences. Early pretending is context dependent, apparently suggested by available objects. Late in the 2nd yr children begin to indicate verbally or nonverbally that pretend games are constructed mentally prior to action, suggesting that play is becoming more independent of available objects and context. A theoretical analysis proposing concurrent developments in symbolic play and language as aspects of the semiotic function, and evidence for certain correspondences are presented.