THE RELATIONSHIP BETWEEN TEMPERAMENT AND PRETENSE IN YOUNG PRESCHOOLERS*

Many social and social-cognitive factors, including relationship quality and understanding of minds, are known to influence the amount and quality of children’s early pretend play, but it is not known whether personality plays a role in pretense development. This study explored the relationship between temperament and pretense ability in young preschoolers. Children’s (N = 41) temperament and pretense was assessed near their 3rd birthdays using both parent report and laboratory behavioral measures. Approximately 50 % of the participants were reassessed on all measures within a year. Results indicate that early high negative affect was associated with higher quality pretend play at Time 2, but early self-regulatory abilities were not related to later pretense. However, early pretense was positively related to later self-regulation. Implications of these findings, including the possibility that pretense is a coping mechanism and that pretense helps facilitate self-regulation, are discussed. *Portions of this research were presented at the biennial meeting of the Cognitive Developmen