Pretensive Shared Reality

Imaginative pretend play is often thought of as the domain of young children, yet adults regularly engage in elaborated, fantastical, social-mediated pretend play. We draw on multiple examples, but focus on Table-Top Role Playing games (TTRPG) - and specifically, the most popular and enduring table-top role-playing games, Dungeons & Dragons (D&D) - as a primary example of such play. We describe imaginative play in adults via the term ‘pretensive shared reality'; Shared Pretensive Reality describes the ability of a group of individuals to employ a range of higher-order cognitive functions to explicitly and implicitly share representations of a bounded fictional reality in predictable and coherent ways, such that this constructed reality may be explored and invented/embellished with shared intentionality in an ad hoc manner. Pretensive Shared Reality facilitates multiple individual and social outcomes, including generating personal and group-level enjoyment or mirth, the creation or maintenance of social groups, or the safe exploration of individual self concepts (such as alternative expression of a players sexual or gender identity). Importantly, Pretensive Shared Reality (both within the specific context of table-top role-playing games, and other instances) are primarily co-operative and co-creative. Our conception links the widespread existence and forms of adult imaginative play to childhood pretense, places it within a developmental and evolutionary context, and argues that pretensive shared realities - which underpin many forms of imaginative culture - are an important topic of study unto themselves, and may be utilized to provide methodological insight into a variety of psychological domains.

Evoking Never Never Land: The Importance of Imaginative Play and Creativity

This article is a condensed version of the author’s research which explores the relationship between imaginative play and creativity in education, and examines the structures, approaches, benefits, and obstacles surrounding the topic of imaginative play and creativity. The photo collection is a reflection on the ponderings throughout the author’s project research. Inspired by zoom-in puzzles, a similar approach was taken to the creative representation of pedagogical wonderings through a photographic journey. By looking at things from different vantage points, one can see things in different ways, and, perhaps, experience a sort of catharsis through contemplation of the overlooked in the obvious.

Any Which Way . . . Loose Parts Play in the Library

Many ready-made toys for children come with directions, instruction sheets, or strict rules for usage. While that may be fine in some cases, many believe children can benefit from good old play with a variety of random, unconnected items. After all, some of our earliest ancestors learned many skills from just rocks, sticks, and leaves.Enter loose parts—a collection of natural or man-made materials that can be used to extend children’s ideas and foster imaginative play. These parts can be moved, arranged, designed, taken apart, or anything else a child can think up.

A Review of Imaginary Companions and Their Implications for Development

A curious childhood phenomenon that has received relatively little attention in developmental literature is the imaginary companion (IC). Increased recognition of the importance of imaginative play and a desire to stimulate children’s early cognitive development makes ICs a particularly relevant topic. The significant prevalence of ICs in the population has permitted a modest yet diverse range of research investigating the functions, correlates, and implications of ICs for the children that create them. This literature review summarizes some of this research in order to describe the functions and forms that ICs may take, as well as social and personality characteristics of children with ICs. It also examines the role that ICs may serve in cognitive and social development, particularly with respect to children’s acquisition of Theory of Mind. Finally, this article addresses ways to integrate ICs into other aspects of children’s lives, gaps in the existing literature, and potential directions for future research in the field.

Imagination in Autism: A Chance to Improve Early Language Therapy

Children with autism often have difficulties in imaginative play, Theory of Mind, and playing out different scenarios in their minds. Research shows that the root of these problems may be the voluntary imagination network that involves the lateral prefrontal cortex and its long frontoposterior connections to the temporal-parietal-occipital area. Previously disconnected visuospatial issues (stimulus overselectivity and tunnel vision) and language issues (lack of comprehension of spatial prepositions and complex recursive sentences) may be explained by the same voluntary imagination deficit. This review highlights the new insights into the mechanism of voluntary imagination, its difference from involuntary imagination, and its unusually strong critical period. Clearer developmental terminology and a better understanding of voluntary imagination have the potential to facilitate communication between therapists and parents, and improve therapy outcomes in children.