假装游戏在发展科学中得到了广泛的研究,然而,关于儿童如何参与和在假装发作之间导航的重要问题仍然存在。在这个提议中,我们从社会认知发展的角度审视童年的伪装。首先,我们回顾了以前的假装游戏理论,这些理论围绕着一些重要的问题,这些问题确定了假装情节的一些属性,例如他们的短暂和社会定义的性质。在这些章节中,还审查了有关儿童对这些属性的理解的证据。在此之后,我们描述了一个新颖的假装游戏提案,该提案扩展了(假装)游戏(Wyman&Rakoczy,2011;Chu&Schulz,2020a)通过假装利用社交互动的重要性。我们认为,参与共享假装可以被认为是对儿童参与和与他人建立任意上下文边界的能力的体现和支持。这些说法是关于假装游戏如何影响社会发展的讨论,它对文化内部和跨文化差异的潜在影响,以及未来的研究。
Pretend play has been extensively studied in developmental science, nevertheless important questions remain about how children engage in and navigate between pretend episodes. In this proposal, we scrutinize childhood pretense from a social cognitive developmental point of view. First, we review previous theories of pretend play structured around important questions that pinpoint some attributes of pretend episodes, such as their transient and socially defined nature. In these sections, evidence is also reviewed about children\'s understanding of these attributes. Following this, we describe a novel proposal of pretend play which extends recent accounts of (pretend) play (Wyman & Rakoczy, 2011; Chu & Schulz, 2020a) by exploiting the importance of social interactions in pretense. We contend that engaging in shared pretending can be considered a manifestation of and support for children\'s ability to participate in and set up arbitrary contextual boundaries with others. These claims are discussed with regards to how pretend play may figure into social development, its potential implications for intra- as well as intercultural variation, as well as future research.