Pretend play involves imagining that an objecting is something else, for example a box might be a rocket ship. Children will also pretend that different objects experience different things, for example, the teddy might have a sore leg and feel sad. Children include invisible elements in the play, for example, pretending there is food on a plate or money in their hand. Children take on roles, develop story lines, collaborate, cooperate and negotiate with each other. Imaginative play is foundational for childhood development. For some children it is a world they enter into easily, and their imaginative play skills develop automatically. For these children we love to use this area of strength as a vehicle to work on other skills that are more challenging. For example, if we’re working on fine motor skills we might include specific fine motor activities into imaginary play scenarios. For other children pretend play skills don’t come easily and don’t seem to develop automatically. For these children we’ll break the skills down, connect with the children at their level of comfort and build from there. Our therapists are all trained in Learn To Play approach and use this as a guide to build skills such as:
- Object Substitution: pretending an object is something else, starting with objects that look similar to the object needed in play and building up to more abstract subtitutions.
- Sequences of Play Actions: To develop play skills children need to develop skills to sequence play actions logically, with several play ideas that relate together.
- Play Scripts: Children make up stories in their play that might reflect real life, stories they’ve seen or heard, or more complex adventures.
- Social Interaction: Children may play alongside others building skills to watch and imitate them. Over time they’ll develop skills to play with others, negotiating play ideas, turn taking and sharing of materials.
- Doll or Teddy Play: As children develop skills related to the dolls, teddys or other characters involved in their play they learn to consider the view of others. The child is considering the doll/teddy’s feelings (sad, sick) and needs (hunger, comfort). The child has the opportunity to practice their responses.
- Role Play: This is a complex skill that requires the child to understand the role they are taking on. They’ll have a sense of what the person would say, what they might feel, what they might desire, and to fill this role throughout extended play periods.
