Abstract
Based on findings from a 6-month study that explored the nature of literate behavior in the pretend play episodes of eight preschoolers, a taxonomy of their pretend play activity is described and analyzed. Relationships between the different kinds of pretend play activity as demonstrated by these youngsters are examined in light of the taxonomy and other research. Implications of certain kinds of pretend play activity for emergent literacy development are also briefly discussed.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
