As kids transition into the pre-school years, they start spending more time in group settings, which helps them hone their social skills. One notable shift during this stage is the change in the nature of play - from playing with objects to indulging in pretend play.

Pretend play, as Howes (1992) explained, begins around the age of 16 months and progresses through distinct stages until about 3 years. Let's imagine this development like a fun rollercoaster ride!

At first, pretend play is like a fun game of chase or a pretend tea-party with their stuffed toys - all activities rooted in their familiar routine but not really packed with much meaning. You could think of it as kids going on an exploratory ride, where the action (or the ride itself) is the central focus, rather than the destination.

It's a major shift in focus from the toy they are holding (like their favourite teddy bear) to the actions they are doing (like running around pretending to be superheroes).

As the rollercoaster ride gets more thrilling, so does pretend play. Now, it's not just about the actions but the meanings behind them. Just like how rollercoaster riders anticipate the next turn or drop, kids start coordinating their actions with others, understanding the non-literal meaning behind pretend acts. It's like children playing 'house' and understanding that the toy kitchen set represents cooking dinner.