The Dynamics of Pretend Play: Exploring Organization, Elaboration, and Imagination in Early Childhood

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Authors
Józefacka, Natalia
Hamamcı, Beyza
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Date
2025-09-19
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Journal title
Early Education and Development
Issue
8
Volume
36
Pages
Pages
1791-1808
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1040-9289
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https://www.tandfonline.com/doi/full/10.1080/10409289.2025.2562146?scroll=top&needAccess=true#abstract
Access date
2025-12-12
Abstract PL
Abstract EN
Pretend play is a fundamental aspect of early childhood development, fostering cognitive, social, and emotional growth. This study explores the dynamics of pretend play engagement, focusing on three key dimensions – Organization, Elaboration, and Imagination – within a single play session. Using a sample of 93 Polish children aged 3 to 6, we examined how engagement fluctuates over time and whether these patterns are influenced by gender and age. Research Findings: Our findings reveal that engagement peaks between the 10th and 15th minute of play before gradually declining, with older children demonstrating greater stability in engagement. Girls exhibited higher levels of Organization and Elaboration compared to boys, whereas gender differences in Imagination were less pronounced. A linear mixed-effects model indicated that while age was not a significant main predictor of engagement, it interacted with time and play dimensions, suggesting that developmental differences emerge in specific play contexts. These results provide novel insights into the temporal structure of pretend play, highlighting the importance of sustained engagement for cognitive and social development. Practice or Policy: The study’s implications extend to early childhood education, emphasizing the need for structured play environments that optimize peak engagement periods and support diverse play experiences across genders and age groups.
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Sustainable Development Goals
SDG 5. Gender Equality ,
SDG 4. Quality Education
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https://share.swps.edu.pl/handle/swps/2079
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closedaccess
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Acquisition Date16.12.2025
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