ABSTRACT
This chapter considers variation in how caregivers support children’s pretend play in cultural and familial contexts in which pretend play generally is viewed as good for children and caregiver support as appropriate. There is strong evidence that pretend play is a culturally widespread if not universal childhood social activity (see Gaskins, 2013). There is equally compelling evidence of within and cross-cultural variation in children’s pretend play including caregivers’ support (e.g., Goncu & Gaskins, 2011; Haight, Wang, Fung, Williams, & Mintz, 1999; Lancy, 2007). When caregivers do support children’s pretend play, such play may broadly facilitate children’s socialization into the meaning systems of their cultures. More specific developmental opportunities afforded by caregivers’ support of children’s pretend play are related to ways in which adults support and use children’s pretend play, practices that vary across cultural and familial contexts. Thus, practitioners and scholars must exercise caution, cultural sensitivity, and understanding of family contexts before encouraging care-giver–child pretend play, or interpreting its absence.
