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The Phenomenology and Development of Social Perspectives

Pretense play allows children to take on different perspectives of objects and roles. Through pretend play with others, children learn that objects can have dual meanings and perspectives that are socially constructed within interactive contexts. Pretense is based on the ability to jointly attend to objects with others but extends this by attributing multiple spatial views and meanings to shared objects. Once children understand this ability to take dual perspectives through pretend play with others, they can then engage in pretend acts and role-playing on their own.

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50 views1 page

The Phenomenology and Development of Social Perspectives

Pretense play allows children to take on different perspectives of objects and roles. Through pretend play with others, children learn that objects can have dual meanings and perspectives that are socially constructed within interactive contexts. Pretense is based on the ability to jointly attend to objects with others but extends this by attributing multiple spatial views and meanings to shared objects. Once children understand this ability to take dual perspectives through pretend play with others, they can then engage in pretend acts and role-playing on their own.

Uploaded by

aaa miu miu
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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AS IF

it is by implicitly taking the other’s perspective that the child becomes able to shift between
the two views on the object, that means, between the primary and thevirtual or“as-
if”perspective. Pretence is thus based on the triangular structure ofjoint attention (see Fig.4),
but extends it by attributing to the shared object notonly two differentspatialdirections of view,
but also two differentmeanings(Fig.5). Once the child has learnt about this possible“double
face”of objects bytaking the other’s perspective, he/she can produce pretence acts
spontaneously aswell. With this, the child learns that the meaning of objects is socially
defined andprimarily valid in the interactive contexts which people constitute through
thealignment of their perspectives. In pretence, collaborative activities create a new,fictional
reality. This is also the basis of role-taking, where the object of pretenceis not an external
object but one’s own body, or oneself as playing a certain role(being a mother, a captain, a
lion, etc.). Again, once children have grasped theprinciple of pretence in the course of second
person interactions, they can thentransfer it to playing on their own.

The phenomenology and development of social perspectives ,


Thomas Fuchs

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