Pretense: The form and function of make-believe play

Bretherton, Inge

doi:10.1016/0273-2297(89)90036-1

Cited by 138 publications

(86 citation statements)

References 7 publications

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“…Given its correlational design, it is not known whether fantasy understanding helps children to behave more competently in certain types of social interactions or if children are better able to distinguish between fantasy and reality because they are already more socially competent. Children who have a coherent understanding of fantasy and reality have greater access to more themes with which to enact fantasy or other types of play scenarios (Bretherton, 1989). Children may also use their competence in the fantasy arena to cope with difficult situations (Cornelius, 1989).…”

Section: Discussionmentioning

confidence: 98%

Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds

Garner

Curenton

Taylor

2005

International Journal of Behavioral Development

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Two studies investigated the influence of age, language, and family background on the development of preschoolers' social cognitive skills. Study 1 examined variability in economically disadvantaged preschoolers' understanding of fantasy and evaluated the relation of age and language to children's skill in this area. Children were shown drawings of fantasy and real-life events and asked if the event could happen in real life and to justify their responses. Children were more likely to answer correctly when the drawing depicted real-life events. Age and language were positively related to children's overall understanding of fantasy. In Study 2, both low-and middle SES preschoolers were included and two false belief understanding measures were added to the battery of tasks. As before, age and language were related to fantasy understanding as well as to false belief performance. In addition, SES was predictive of fantasy understanding, but not false belief performance, regardless of how it was assessed. Social competence was unrelated to the social cognitive variables, even when the effects of age, language, and SES were controlled.

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Section: Discussionmentioning

confidence: 98%

Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds

Garner

Curenton

Taylor

2005

International Journal of Behavioral Development

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“…Bolton (1989) states: "No children can enter a make-believe in a context in which they already feel insecure" (p. 130). Moreover, Bretherton (1989) observes that "secure children are most able to benefit from the opportunity for emotional mastery offered by sociodramatic play, whereas less-well-adjusted, insecure children are not (p. 383). This has important implications for the design of dramatic play interventions.…”

Section: Familiarity With and Security In The Environmentmentioning

confidence: 94%

Factors which affect the frequency of dramatic play

Mellou

1994

Early Child Development and Care

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“…A child does not pretend in a completely free-flowing manner, but preferably by following selected rules and by making his pretense understanda ble for others 6 (Bretherton, 1989). A child creates alternatives to existing events which, nevertheless, retain causal powers of mundane reality (Harris, 2000).…”

Section: Counterfactual Imagination In Human Developmentmentioning

confidence: 99%

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Pretense: The form and function of make-believe play

Cited by 138 publications

References 7 publications

Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds

Predictors of mental state understanding in preschoolers of varying socioeconomic backgrounds

Factors which affect the frequency of dramatic play

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