16–26 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
Observe whether the child: gradually able to engage in pretend play with toys (supports child to understand their own thinking may be different from others).
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
The child begins to show early pretend in short bursts, usually after adult modelling (e.g., puts a toy cup to mouth, holds phone to ear). Pretend actions are single-step and may stop quickly without support.
What you might see
Given a doll and spoon, the child bangs the spoon or mouths it but does not bring it to the doll’s mouth.
Given a toy phone, the child throws or chews it but does not hold it to ear or ‘talk’ into it.
In play with a toy cup, the child only tips it/knocks it over without an ‘as if drinking’ action.
After an adult models ‘drink’, the child briefly brings a toy cup to their mouth once, then returns to non-pretend play.
After an adult says ‘hello’ on a toy phone, the child copies by holding it to ear for a moment but does not continue.
The child imitates a pretend action on themselves (e.g., pretends to eat) but not yet directed toward toys/others.
Expected
On track
The child engages in simple pretend play with toys in familiar themes (feeding teddy, pushing car to ‘garage’) and may do short sequences with adult support. They show that one object can stand for an action/story, even if play is brief.
What you might see
The child feeds a doll/teddy with a spoon for a few seconds without the adult doing it first.
The child pushes a toy car and adds pretend sound effects (‘vroom’) and repeats the action as part of a simple theme.
The child does a two-step pretend sequence with support (e.g., stirs cup then offers it to teddy).
Exceeding
Going further
The child sustains pretend play for longer and can sequence multiple steps (e.g., puts doll in bed, covers, says ‘night’), sometimes involving an adult/peer. They use sounds/words/gestures to keep the pretend theme going.
What you might see
The child acts out a familiar routine in play (e.g., puts teddy in bed, covers with cloth, pats) and repeats the theme.
The child offers pretend food/drink to an adult or peer and waits for the response before continuing.
The child uses simple language/gesture to maintain pretend (e.g., ‘more’, ‘again’, pointing to ‘baby’ then to spoon).
The child uses a non-toy object as a pretend prop (e.g., block as phone) and continues the pretend theme.
The child assigns roles or perspectives (e.g., gives teddy a cup, then ‘teddy drinks’, then offers you a cup) as if coordinating different minds.
The child adapts pretend play when a prop is missing (e.g., uses hand as spoon) and continues without frustration.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During play, provide a simple pretend set (cup/spoon/doll); observe whether your child initiates ‘as if’ actions like feeding or drinking without you starting it first.
Model one pretend action (e.g., ‘teddy eats’) and then pause; does your child copy and extend the play (another bite, offering you a turn)?
At story time, pick a book with a routine (bedtime/meal) and then offer toys; does your child act out any part of the story with the toys?
In the bath, give toy animals and a cup; notice whether your child pretends to wash the animals or makes them ‘talk’/move in a story.
Outdoors, offer a safe prop (stick/leaf) for pretend cooking; does your child use objects ‘as if’ they are something else?
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Department for Education (DfE). (2012). Development Matters in the Early Years Foundation Stage (EYFS).
EYFS frames emerging pretend play as an observable behaviour supporting self-awareness and social understanding in toddlerhood.
Developmental research
McCune, L. (1995). A Normative Study of Representational Play at the Transition to Language. Developmental Psychology, 31(2), 198–206. doi:10.1037/0012-1649.31.2.198
Developmental research documents an ordered progression in representational/pretend play around the second year, supporting rubric levels for emerging-to-secure pretend play.
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
The child mostly explores toys in a sensory/functional way (bangs, throws, mouths) and does not show pretend actions (e.g., feeding doll, making phone call). They may imitate actions only as simple copying without a pretend ‘as if’ element.
Given a doll and spoon, the child bangs the spoon or mouths it but does not bring it to the doll’s mouth.
Given a toy phone, the child throws or chews it but does not hold it to ear or ‘talk’ into it.
In play with a toy cup, the child only tips it/knocks it over without an ‘as if drinking’ action.
Emerging
The child begins to show early pretend in short bursts, usually after adult modelling (e.g., puts a toy cup to mouth, holds phone to ear). Pretend actions are single-step and may stop quickly without support.
After an adult models ‘drink’, the child briefly brings a toy cup to their mouth once, then returns to non-pretend play.
After an adult says ‘hello’ on a toy phone, the child copies by holding it to ear for a moment but does not continue.
The child imitates a pretend action on themselves (e.g., pretends to eat) but not yet directed toward toys/others.
Developing
The child engages in simple pretend play with toys in familiar themes (feeding teddy, pushing car to ‘garage’) and may do short sequences with adult support. They show that one object can stand for an action/story, even if play is brief.
The child feeds a doll/teddy with a spoon for a few seconds without the adult doing it first.
The child pushes a toy car and adds pretend sound effects (‘vroom’) and repeats the action as part of a simple theme.
The child does a two-step pretend sequence with support (e.g., stirs cup then offers it to teddy).
Secure
The child sustains pretend play for longer and can sequence multiple steps (e.g., puts doll in bed, covers, says ‘night’), sometimes involving an adult/peer. They use sounds/words/gestures to keep the pretend theme going.
The child acts out a familiar routine in play (e.g., puts teddy in bed, covers with cloth, pats) and repeats the theme.
The child offers pretend food/drink to an adult or peer and waits for the response before continuing.
The child uses simple language/gesture to maintain pretend (e.g., ‘more’, ‘again’, pointing to ‘baby’ then to spoon).
Reflexive
The child flexibly generalises pretend play: uses object substitutions (e.g., block as phone), adapts themes, and includes others’ roles or perspectives (e.g., offers a ‘turn’, feeds the doll because ‘baby wants’). They can move between real and pretend smoothly.
The child uses a non-toy object as a pretend prop (e.g., block as phone) and continues the pretend theme.
The child assigns roles or perspectives (e.g., gives teddy a cup, then ‘teddy drinks’, then offers you a cup) as if coordinating different minds.
The child adapts pretend play when a prop is missing (e.g., uses hand as spoon) and continues without frustration.
