Constraints of Pretend Play: Explicit and Implicit Rules

Abstract

This observational study of children's pretend play in child care describes the rule structure within which children operate as they develop social pretend skills. Children at three different age levels (3-, 4-, and 5-year-olds) were observed, and their recognition and adaptation of accepted rules of pretend play became increasingly evident over time. Implicit and explicit rules of pretend behavior are identified and supported with excerpts from observation narratives. Explicit rules of pretend play are identified as 1) a director arrives first in the designated pretend play area or is first to suggest engaging plot ideas, 2) all children must ask to play, 3) all children must take a role in the pretend sequence, and 4) all children must play fairly. Implicit rules of pretend play are identified as 1) the fantasy/reality distinction must be maintained, 2) players must engage each other in the game, and 3) the sequence of the game must be maintained by adding to and accepting others' proposals.