All My Children

This is an area that warrants close observation as it can give us good quality information about a child. At the early stage of play, children will imitate the actions of others, particularly if they are encouraged to do so. Following this stage, there are two main stages involved:

Stage 1 in which the child uses real objects as representations and props. This is a concrete level of play and can involve solitary or shared experiences. Examples are:

• feeding a dolly or teddy using a pretend bottle
• making dinner using plastic plates and food
• pushing teddy in a pushchair
• pretending to write out a shopping list using pencil and paper
• pushing toy cars around a track

Stage 2 in which a more abstract level of play develops.

There are two types of examples:

1. The child enters imaginary situations without any props, such as: e making a cup of tea using only actions

• pretending to be in a car and driving
• making and eating an imaginary cake
• running away from an imaginary dragon or other creature
• opening a door and going inside using actions
• The child gives objects or people other functions, such as:
• a teddy, doll or another child becomes the baby or parent playing at shops being a shopkeeper and customer
• playing hospitals and being doctors and nurses
• being a fireman, police officer or angel in the dressing-up corner using puppets or toys to become other characters

Most children will go naturally through these stages whereas others will need support in developing Stage 2 play. If a child appears stuck at Stage 1 they may need to have Stage 2 activities demonstrated to them so that they can initially copy them and join in games. It will also be important to notice whether the child at Stage 1 is mainly or solely engaged in solitary play or whether they are able to join in shared activities.

A close observation of pretend play can yield some very interesting information. Some children look totally absorbed in their activity but on closer observation they are simply lining up cars or trains or are filling and emptying the washing machine in the home corner. This observation is particularly important to use as information for children who are likely to have difficulties in social communication areas or may be having emotional difficulties. Some of these children may not be ready to engage in some of the activities and although they can be encouraged to imitate, they may not be able to use these skills on their own. Further advice may be needed from the area Special Educational Needs Co-ordinator (SENCO) or educational psychologist on how best to support the child.

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