ABSTRACT
This chapter describes early play development and the assessment of pretend play. It outlines the Parent Learn to Play Program, with theoretical underpinnings and key terms defined, including the structure of the program outlined from start to finish. The chapter illustrates the application of using pretend play ability assessment to design an individualized therapeutic intervention. In order to ameliorate a pretend play deficit, it is essential that play ability is evaluated. This ensures that the intervention begins within the child’s zone of proximal development based on their current pretend play ability. The Parent Learn to play program is an extension of the Learn to play program, which focuses on building the spontaneous ability of children to engage in pretend play. The theoretical underpinnings of the Parent Learn to play program are based on the work of Carl Rogers. Virginia Axline, as a student of Carl Rogers, drew on his person-centered approach and applied this stance to working with children.
