Observe whether the child: beginning to make-believe by pretending.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Shows brief pretend actions when an adult models or suggests them (e.g., “feed teddy”), but the pretend is short and not sustained. Pretend tends to be single-step and self-focused.
What you might see
Uses toy food only to throw/stack/sort, not to pretend to cook or eat.
Pushes cars back and forth without any pretend sounds/roles (no ‘going to the shop’, no ‘beep’).
When offered dolls/animals, carries or drops them but does not act out caring routines.
Pretends to feed a doll after an adult demonstrates, then immediately moves to another activity.
Copies one pretend action (puts phone to ear) but does not add additional steps (no ‘hello/bye’).
Smiles at an adult’s pretend but does not initiate pretend ideas independently.
Expected
On track
Spontaneously uses pretending in familiar routines (e.g., cooking, washing, phone calls), often with simple sequences in supported settings. Pretend themes are repetitive and closely linked to real-life experiences.
What you might see
Pretends to stir in a pot, then pretends to taste and offers a spoon to an adult.
Puts a toy to bed (covers, pats) and makes a “shh” sound in familiar play.
Uses a toy brush to brush own hair and then brushes a teddy’s hair.
Exceeding
Going further
Sustains make-believe play for several minutes, linking multiple pretend actions and sometimes involving toys/others in roles. Can shift between real and pretend appropriately and returns to the pretend theme after interruptions.
What you might see
Creates a short pretend sequence (makes tea, pours, serves, cleans up) without adult directing each step.
Assigns a simple role to a toy (baby/teddy “is hungry”) and acts to solve it.
Returns to the same pretend theme after a brief interruption (e.g., after getting a new prop).
Invites another person into a role (“You be the doctor”) and waits for their response before continuing.
Adds a problem and solution in pretend (“Oh no, it’s broken—fix it”) and follows through.
Adjusts the pretend plan when someone changes it (accepts a new idea and continues coherently).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During tidy-up or chores, notice if your child pretends everyday routines in play later (e.g., washing dishes, sweeping) without being prompted.
At bath time, offer a doll/animal and watch whether your child invents caring routines (wash, dry, cuddle) as pretend play.
In the car or on a walk, ask, “Shall we pretend we’re going somewhere?” and observe whether your child adds pretend talk/actions (ticket, steering, shopping).
During a story, pause and ask, “Can you pretend to be the character?” and watch for role actions and voice changes.
At bedtime with toys, see whether your child creates a pretend scenario (teddy is tired, needs milk, needs story) with more than one step.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) — Expressive Arts and Design: Being imaginative (22–36 months).
Provides the framework-native pretend-play statement used as the construct wording.
Developmental research
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Positions pretend play as a key context for developing imagination and voluntary, rule-governed behavior.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Play is mostly functional or sensory (e.g., pushing, filling, banging) with little evidence of pretending. The child does not act “as if” objects/people are in an imaginary situation.
Uses toy food only to throw/stack/sort, not to pretend to cook or eat.
Pushes cars back and forth without any pretend sounds/roles (no ‘going to the shop’, no ‘beep’).
When offered dolls/animals, carries or drops them but does not act out caring routines.
Emerging
Shows brief pretend actions when an adult models or suggests them (e.g., “feed teddy”), but the pretend is short and not sustained. Pretend tends to be single-step and self-focused.
Pretends to feed a doll after an adult demonstrates, then immediately moves to another activity.
Copies one pretend action (puts phone to ear) but does not add additional steps (no ‘hello/bye’).
Smiles at an adult’s pretend but does not initiate pretend ideas independently.
Developing
Spontaneously uses pretending in familiar routines (e.g., cooking, washing, phone calls), often with simple sequences in supported settings. Pretend themes are repetitive and closely linked to real-life experiences.
Pretends to stir in a pot, then pretends to taste and offers a spoon to an adult.
Puts a toy to bed (covers, pats) and makes a “shh” sound in familiar play.
Uses a toy brush to brush own hair and then brushes a teddy’s hair.
Secure
Sustains make-believe play for several minutes, linking multiple pretend actions and sometimes involving toys/others in roles. Can shift between real and pretend appropriately and returns to the pretend theme after interruptions.
Creates a short pretend sequence (makes tea, pours, serves, cleans up) without adult directing each step.
Assigns a simple role to a toy (baby/teddy “is hungry”) and acts to solve it.
Returns to the same pretend theme after a brief interruption (e.g., after getting a new prop).
Reflexive
Extends pretend play flexibly by adding roles, problems, and solutions, and invites others to join with shared understanding. May negotiate what happens next and adapt pretend when others contribute.
Invites another person into a role (“You be the doctor”) and waits for their response before continuing.
Adds a problem and solution in pretend (“Oh no, it’s broken—fix it”) and follows through.
Adjusts the pretend plan when someone changes it (accepts a new idea and continues coherently).
