Development of Intersubjectivity in Social Pretend Play

Abstract

An analysis of social pretend play as an intersubjective activity suggests three processes involved in the development of shared pretend representations. These are adoption of a shared pretend focus for interaction, metacommunication to define the activity as pretend play, and communication within pretend play. In light of this analysis, the claim made by previous authors that children’s play becomes intersubjective only after 3 years of age is examined, and it is concluded that intersubjectivity in peer pretend play emerges earlier than 3 years of age. Suggestions are made for future research to examine the early origins and development of intersubjectivity in peer interaction.

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