Pretense and Peer Behavior: an Intersectoral Analysis

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Abstract
The purpose of the present investigation was to examine a developmental model describing the relation between changes in pretense and changes in peer-oriented social behavior. In the proposed model, cognitive and social development are viewed as intersecting systems in which advances in one domain presuppose and permit development in another. Children between the ages of 19 and 41 months were videotaped with a peer in a standardized playroom for four 15-min sessions. Pretend and social behaviors were coded according to the behavioral categories identified in the model. The proposed progression predicted age-related changes in the children’s behavior. The level of development was also related to peer group experience. The implications of micro- and macro-developmental models for future research were discussed.

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