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The Effect of Pretend Play on Children's Social Competence: An Intervention Study in Early Childhood Education

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Title: The Effect of Pretend Play on Children's Social Competence: An Intervention Study in Early Childhood Education
Language: English
Authors: Mireille Smits-van der Nat (ORCID 0000-0002-0094-3581), Femke van der Wilt (ORCID 0000-0003-3016-6653), Martijn Meeter (ORCID 0000-0002-5112-6717), Chiel van der Veen (ORCID 0000-0002-7517-4764)
Source: Social Development. 2026 35(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Imagination, Play, Interpersonal Competence, Intervention, Early Childhood Education, Preschool Children, Social Cognition, Prosocial Behavior, Social Behavior, Affective Behavior, Child Development
DOI: 10.1111/sode.70050
ISSN: 0961-205X
1467-9507
Abstract: Within cultural-historical activity theory, pretend play is considered crucial for the development of young children's social competence. However, the existing empirical evidence does not support such strong causal claims. Given the importance of social competence for children's development, the current study aimed to contribute to a better understanding of the potential effect of pretend play on social competence. It examined the effect of pretend play on social competence through a controlled intervention study with an 8-week social pretend play intervention in early childhood education. The sample consisted of N = 333 preschoolers aged 3-7 years from 15 schools. Schools were randomly assigned to either the intervention (n = 165 children) or the control condition (n = 168 children). Both before and after the 8-week period, children were individually tested on social cognitive skills and observed to administer their social-emotional behavior during pretend play (i.e., positive/productive and regulated/prosocial behavior). Findings revealed no significant effect of pretend play on either children's social cognitive skills or social-emotional behavior during pretend play. Future research is needed to clarify the potential role of pretend play for social competence development.
Abstractor: As Provided
Notes: https://osf.io/6s4um
Entry Date: 2026
Accession Number: EJ1503835
Database: ERIC
FullText Text:
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  Data: The Effect of Pretend Play on Children's Social Competence: An Intervention Study in Early Childhood Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Mireille+Smits-van+der+Nat%22">Mireille Smits-van der Nat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0094-3581">0000-0002-0094-3581</externalLink>)<br /><searchLink fieldCode="AR" term="%22Femke+van+der+Wilt%22">Femke van der Wilt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3016-6653">0000-0003-3016-6653</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martijn+Meeter%22">Martijn Meeter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5112-6717">0000-0002-5112-6717</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chiel+van+der+Veen%22">Chiel van der Veen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7517-4764">0000-0002-7517-4764</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Social+Development%22"><i>Social Development</i></searchLink>. 2026 35(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
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  Data: Y
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  Data: 14
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Imagination%22">Imagination</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Behavior%22">Social Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink>
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  Data: 10.1111/sode.70050
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  Data: 0961-205X<br />1467-9507
– Name: Abstract
  Label: Abstract
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  Data: Within cultural-historical activity theory, pretend play is considered crucial for the development of young children's social competence. However, the existing empirical evidence does not support such strong causal claims. Given the importance of social competence for children's development, the current study aimed to contribute to a better understanding of the potential effect of pretend play on social competence. It examined the effect of pretend play on social competence through a controlled intervention study with an 8-week social pretend play intervention in early childhood education. The sample consisted of N = 333 preschoolers aged 3-7 years from 15 schools. Schools were randomly assigned to either the intervention (n = 165 children) or the control condition (n = 168 children). Both before and after the 8-week period, children were individually tested on social cognitive skills and observed to administer their social-emotional behavior during pretend play (i.e., positive/productive and regulated/prosocial behavior). Findings revealed no significant effect of pretend play on either children's social cognitive skills or social-emotional behavior during pretend play. Future research is needed to clarify the potential role of pretend play for social competence development.
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  Data: https://osf.io/6s4um
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  Data: 2026
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  Data: EJ1503835
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        PageCount: 14
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      – SubjectFull: Imagination
        Type: general
      – SubjectFull: Play
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Intervention
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Social Cognition
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      – SubjectFull: Prosocial Behavior
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      – SubjectFull: Social Behavior
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      – SubjectFull: Affective Behavior
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      – SubjectFull: Child Development
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