I have observed children engaging in pretend play almost every day—sometimes as a specific character, sometimes as an animal, and at times even imitating their peers. Through these moments, they explore their identities, relationships, and the world around them.
N often transformed into Elsa from Frozen by draping a long blue scarf around her shoulders. Indoors, she glided across the room, fully immersed in her royal persona. Outdoors, she twirled around the spinning post, singing Let It Go with delight. Whenever I approached and greeted her playfully—“Good morning! Are you Elsa or N today?”—she beamed and responded confidently, “Elsa!” Sometimes, she even introduced a new variation: “I’m Elsa Puppy!” playfully barking to match her new identity.
One day, J, a child with dark hair of Asian descent, also wrapped herself in the blue scarf. When I asked, “Who are you?” she hesitated before tentatively replying, “I am Elsa?” Affirming her choice, I responded, “Yes, you are Elsa, the princess.” Instantly, her face lit up. “I’m Elsa! I don’t want to be Anna.” However, the next day, J donned the scarf again and, when asked, confidently declared, “I’m Daddy today!” Her shifting identities suggested a fluid approach to role-playing rather than a deep attachment to a single character.
J’s most persistent pretend play involved family dynamics. Alongside her friend AL, she delighted in enacting caregiving roles—taking turns being the baby, mother, or father. Their imaginative scope extended beyond human families to animal relationships, including puppies and monkeys. One particularly striking moment occurred when they declared, “We are dolphins!” Without hesitation, they flopped onto the wood chips, using their feet to mimic the rhythmic movement of a dolphin’s tail. The authenticity of their play was remarkable.
F and AS frequently played together, but one day, when AS was absent, F played alone near the slide. M quietly observed for a while before approaching F and asking, “Can I pretend to be AS to play with you?” F, without hesitation, responded, “No, you don’t need to pretend.” They simply continued playing together, illustrating a unique negotiation of social inclusion and connection.
A group of boys sometimes invited me to be a dinosaur or a zombie to chase them. However, mindful of safety concerns during running games, I would slow down or stop after a few steps. Over time, they lost interest in including me in their pretend scenarios, naturally adjusting their play to peer interactions instead.
Pretend play emerges organically during free play, shaping children’s self-awareness, social relationships, and cognitive development. Through their imaginative explorations, they negotiate identity (such as embracing Elsa’s persona), experiment with human and animal relationships (like mother-baby dynamics across species), and navigate social boundaries—learning when and how to invite others into their world. These moments provide a window into their developing sense of self and community, offering opportunities for responsive and reflective pedagogical engagement.