Pretends that one object represents another, especially when objects have characteristics in common.
Observe whether the child: pretends that one object represents another, especially when objects have characteristics in common.
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
Engages in simple pretend with realistic items (e.g., toy cup, toy phone) but rarely substitutes one object for a different one. Object substitution happens only with strong adult modelling or is very brief.
What you might see
Treats a block only as something to stack/throw, not as another object in play.
Uses a spoon only for eating or banging; does not “feed” toys or use it for pretend roles.
When offered dress-up or small-world props, manipulates items but does not act out pretend uses.
Pretends to drink from a toy cup but does not use other objects (e.g., block) as the cup.
Copies an adult once (holds a rectangular object to ear like a phone) but drops the idea immediately.
Uses the “right” pretend prop (toy brush to brush) but does not substitute when the prop is missing.
Expected
On track
With prompts or in familiar play, uses an object with similar characteristics to represent another (e.g., block as phone, stick as spoon) for a short pretend action. May switch back to the real identity quickly.
What you might see
Uses a banana or remote as a phone after a hint (“Could that be a phone?”) and says “hello.”
Uses a small block as a car and pushes it while making a driving sound for a few seconds.
Uses a stick as a spoon to stir, then switches to real stirring tools when offered.
Exceeding
Going further
Spontaneously uses object substitution in play, especially when objects share features (shape/size/function), and maintains the pretend identity long enough to sustain an activity. May repeat the same substitution across the play episode.
What you might see
Finds a flat card and uses it as a “ticket” or “phone” without being shown, repeating the action.
Uses a cardboard tube as a “telescope” and looks through it repeatedly in the same pretend game.
Keeps the pretend identity stable (“This is my phone”) across several turns of play.
Assigns pretend identities and tells others (e.g., “This block is the baby’s bottle”).
Uses one object for different pretend meanings across contexts and explains the change (“Now it’s a wand”).
Repairs shared pretend when others disagree (e.g., restates what the object “is” in the game).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During kitchen play, offer a safe substitute (wooden block, clean sponge) and see whether your child uses it as a cup/food/phone without being told.
In the bath, give a small container and a “boat-like” object (sponge or lid) and notice if your child pretends one represents the other (boat/soap/plate).
Outdoors, offer a stick and ask, “What could this be?” Observe whether your child invents a pretend object identity and uses it in play.
At bedtime with teddies, see if your child uses everyday objects as pretend props (tissue as blanket, small box as bed).
During storytime, pause and ask, “What could we use as the __?” (e.g., a crown, microphone) and watch whether your child selects a similar-looking substitute.
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 (16–26 months).
Defines object-representation pretend as a framework-native observable used for EYFS assessment.
Developmental research
Piaget, J. (1962). Play, Dreams and Imitation in Childhood.
Describes early symbolic function and pretend play, including the emergence of using one thing to stand for another.
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
Uses objects only for their typical function or for sensory exploration. Does not act as if one object could “stand for” another during play.
Treats a block only as something to stack/throw, not as another object in play.
Uses a spoon only for eating or banging; does not “feed” toys or use it for pretend roles.
When offered dress-up or small-world props, manipulates items but does not act out pretend uses.
Emerging
Engages in simple pretend with realistic items (e.g., toy cup, toy phone) but rarely substitutes one object for a different one. Object substitution happens only with strong adult modelling or is very brief.
Pretends to drink from a toy cup but does not use other objects (e.g., block) as the cup.
Copies an adult once (holds a rectangular object to ear like a phone) but drops the idea immediately.
Uses the “right” pretend prop (toy brush to brush) but does not substitute when the prop is missing.
Developing
With prompts or in familiar play, uses an object with similar characteristics to represent another (e.g., block as phone, stick as spoon) for a short pretend action. May switch back to the real identity quickly.
Uses a banana or remote as a phone after a hint (“Could that be a phone?”) and says “hello.”
Uses a small block as a car and pushes it while making a driving sound for a few seconds.
Uses a stick as a spoon to stir, then switches to real stirring tools when offered.
Secure
Spontaneously uses object substitution in play, especially when objects share features (shape/size/function), and maintains the pretend identity long enough to sustain an activity. May repeat the same substitution across the play episode.
Finds a flat card and uses it as a “ticket” or “phone” without being shown, repeating the action.
Uses a cardboard tube as a “telescope” and looks through it repeatedly in the same pretend game.
Keeps the pretend identity stable (“This is my phone”) across several turns of play.
Reflexive
Uses object substitution creatively and flexibly (including novel pairings), communicates the pretend meaning to others, and keeps the shared pretend consistent while expanding the play (e.g., adding roles, sequences, or story).
Assigns pretend identities and tells others (e.g., “This block is the baby’s bottle”).
Uses one object for different pretend meanings across contexts and explains the change (“Now it’s a wand”).
Repairs shared pretend when others disagree (e.g., restates what the object “is” in the game).
