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6 make-believe games to boost your kids' imaginations

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Games for kids believed kids

Postby Magul В» 13.10.2019

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Make believe , also known as pretend play , is a loosely structured form of play that generally includes role-play, object substitution and nonliteral behavior. It provides the child with a safe setting to express fears and desires. The individual must be aware of the contrast between the real situation and the make believe situation.

Pretend may or may not include action, depending on whether the child chooses to project their imagination onto reality or not. The interest in pretend play advanced through three significant stages. The initial stage was during the s and s when research in play had gained popularity.

During this time, there were little or no empirical findings specifically about pretend play. A revival of interest starting in the late s signified the second stage. The new mission was to find how pretend play related to the developing personality of a child.

A common hypothesis during this period was that pretend behavior projected a child's inner feelings and reflected their experiences in their everyday lives.

The most recent stage, which persists until today, began in the s. Research in this stage is greatly influenced by Jean Piaget 's studies and theories, either in terms of finding evidence to support it or to falsify it. The prevalence and frequency of pretense increases between 1 and a half to 2 and a half years of age.

By 3 years, a child can easily distinguish between real life events and pretense. A three-year-old girl may pretend that she and her mother are going grocery shopping.

In this case, both her role in the relationship and the activity she is taking part in are literal. When children participate in social role enactment, or role play, they are portraying the identity or certain traits of another individual. Sociodramatic play emerges at around three years, and sometimes earlier for children who have older siblings.

During its early stage, it follows a very strict script, sticks closely to existing roles and includes more parallel play than interactive play. By the age of 5, children begin to deviate from the strict roles and scripts.

They start to integrate more imagination into their roles and build off of their partner's creations. Role play exists in three forms. Relational role play, usually the first to emerge, is based on relationships that the child observes or experiences. Such relationships include mother and child, father and child, husband and wife, etc.

Functional role play emphasizes on the jobs and actions that the character usually performs. Character role play portrays the character's stereotypical features usually determined by society's representation of them.

Pretend play allows for children in low socio-economic backgrounds not to miss out on important developmental milestones, as all a child needs to pretend is their own imagination. Skills that would otherwise require being fostered by educational toys may be developed through pretend play since it is not limited by the child's financial background. Complex forms of role play involve the ability of the child to represent another individual's mental representation.

This skill appears when a child is around 5 years of age. Five recurring behaviors in pretend play that indicate its nonliteral aspect will be explained. The first behavior is the tendency of performing a task without the presence of a necessary instrument, such as pretending to make a call without using an actual phone. The second behavior is substitution, in that the child might use a block rather than a telephone to make a phone call.

The third behavior, discussed in the section above, is when a child takes the role of another individual and performs their usual actions, such as pretending to be a firefighter and extinguishing a fire.

The fourth behavior is when a certain action results in an unrealistic outcome, such as a child pretending to clean the room by simply snapping a finger. The fifth behavior will be discussed in depth in the following section and it involves giving an inanimate object, such as a doll, animate qualities, such as talking and drinking tea. It is important for a child to always understand that pretense is isolated from the real world.

This means that the child must understand the nonliteral aspect of pretend play and understand that the changes made during pretend play are temporary. Children must be aware that once the play session ends, the nonliteral aspects of pretend play such as role taking and substituted objects also cease to exist. Imaginary companions can be entirely in the child's imagination or they can be based on a doll or stuffed toy that portrays animate qualities.

About one to two thirds of children under 7 years of age have an imaginary companion that later diminishes as the child ages. In a study by Welsch, children provided with props showed sophisticated levels of play. Any object can be integrated into pretend play as a representation of another object.

This kind of representation is referred to as substitution. The ability to substitute one object for another emerges when a child is about 2 years old. A pen has roughly the same shape as a toothbrush, while the remote has buttons that function similarly to a telephone.

Around the age of 3, the child begins to master substitution and no longer needs physical or functional similarity between the actual object and the substitute. The ability to hold more than one substitution at a time also increases, meaning that the child can pretend to be on the phone, walking a dog, and sipping juice all at once. There are two types of substitutions. Symbolic substitution is when one object is used to represent another, such as when a coach uses sticks to represent players in a game plan.

Hypothetical substitution is when one object is used "as-if" it actually is another object, such as the previous example of imagining that a pen functions as a toothbrush. Pretense with dolls begins when a child extends pretend self actions to a doll. A child might start by pretending to feed themselves, then reach out and pretend to be feeding a doll.

This is further developed when a child begins giving the doll an active role rather than a passive one. After the doll is given an active role, the child begins to bestow upon it sensory and emotional attributes, such as feeling sad, happy, or hurt.

At this point, the child is capable of giving the doll cognitive abilities. A distinguishing feature between doll play and social play, which includes more than one child, is the degree of control a child has. When participating in doll play, the child has full control over the situation.

Pretend play is universal, in that it appears in many or all cultures. Sex-typed play is generally established between the ages of 4 to 9 years. Children of parents who encourage sex roles and disapprove cross-sex references show more instances of sex-typed play. Levels of imagination are closely related to a child's familial environment. Issues such as marital conflict and physical forms of discipline create anxiety and tension in the child's life. These have been linked to reduced occurrence of play behaviors and low levels of imagination.

On the other hand, strong and encouraging relationships between the children and their parents, more specifically fathers, are linked to higher rates of play and imaginative pretense. Participants in games of make believe may draw upon many sources for inspiration. Welsch describes book-related pretend play, wherein children draw upon texts to initiate games. The presence of a relationship between pretend play and the following cognitive and social skills suggests that pretend play may have a causal effect.

Current research attempts to investigate how pretend play can be used to develop and improve performances in theory of mind tasks, reasoning skills, and how it can be used as an intervention method, especially for children with autism.

Most research emphasizes on the preschool period since this age group shows the greatest emergence and development in pretend play and the following social and cognitive skills. Research on preschool children also seek to integrate pretend play as a teaching method. Pretend play encompasses several abilities that coincide with theory of mind. The first two abilities relate to object representation. The child has the ability to mentally represent one object as another.

The child also has the ability to understand the paradox, in which the object can represent another, but in essence remains the same object. In 3 year olds, this cognitive ability is evident in pretend play but not in other activities. This inability is referred to as mutual exclusivity bias. The third ability is related to social representation, in which the child is able to represent another individual's mental representations, such as desires, thoughts, and feelings.

This ability appears when a child is about 5 years old. The ability of perspective taking is also central in an individual's ability to cooperate and work with others. This is a complex representation skill because it requires the child to have a representation of a representation. The child also needs to keep in mind that the representation they are holding is not their own.

When a child engages in role play, they are engaging in simulation in which they are putting themselves in the character's mental state. Another ability, joint attention , is related to social referencing.

Both theory of mind and pretense require a certain degree of interacting and communicating with others. Joint attention includes the ability to follow another individual's referential pointing, eye gaze, or view point.

When children participate in pretend play with other individuals they are required to share the same pretend presuppositions of the object and situation as the other individual. Children show more instances of joint attention in pretend play than they do in other non-symbolic play activities. Counterfactual thinking is the ability to conceptualize alternative outcomes to the same situation.

Studies support that children between 4 and 6 years of age are better capable of conceptualizing alternative outcomes when the situation is unrealistic or is set in a pretend context. When the situation already has an outcome, the child finds it difficult to conceptualize an alternative.

Individuals with autism exhibit large delays in pretend play. This delay correlates with their inability to pass false belief tasks at 4 years of age. This language delay has been associated with pretend play, such that children with autism who engage in pretend play have more advanced language skills. Executive function refers to a specific set of cognitive operations that encompasses inhibitory control , working memory , and cognitive flexibility.

Inhibitory control has been particularly associated with pretend play, especially during play that involves substitution of objects such as pretending a stick is a sword. Pretend play is not only associated with developing general cognitive abilities [9] and reinforcing existing knowledge, [1] but recent research has been investigating how children learn new knowledge during pretend play.

These judgements affect the degree to which children believe the information is applicable and reflective of the real world. There are a number of factors known to influence these judgements including the fantastical themes employed in the pretend world as well as the credibility of the other play participants.

THINGS WE BELIEVED AS KIDS, time: 3:16
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Postby Malalmaran В» 13.10.2019

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Postby Nazuru В» 13.10.2019

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Postby Mem В» 13.10.2019

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Postby Kigor В» 13.10.2019

It provides the child with a safe setting to express fears and desires. The process of pretending builds skills in many essential developmental areas. Reviewed on March 27,

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Postby Goltishicage В» 13.10.2019

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Postby Yohn В» 13.10.2019

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Postby Kagakree В» 13.10.2019

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Postby Shazragore В» 13.10.2019

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Postby Yozshurisar В» 13.10.2019

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Postby Gagami В» 13.10.2019

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