Lessons in Pretending: Scaffolding Theory of Mind and Perspective Taking through Pretend Play

Research on the effects of pretend play on the development of Theory of Mind has been inconclusive. The current study hypothesizes that facilitated pretend play may improve Theory of Mind and perspective taking performance in children. Thirty-nine children between three and five years old completed false belief and perspective taking tasks. Half were re-tested with the same tasks one week later, and the other half were re-tested after participating in facilitated pretend play. The hypothesis was not supported, which suggests that short-term facilitation will not enhance performance on Theory of Mind and perspective taking tasks. However, a long-term connection between pretend play and the acquisition of these cognitive developments is possible and should be examined further