Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Pretend play has been a central theme for many developmental scholars: for Freud, for example, imaginary playful scenarios allow the child to rework traumatic experiences; Winnicott considers play as the transitional space between internal and external reality; Erikson focused on the role of play in the formation of individual identity, while the research of Harris and other scholars has linked pretend play to the understanding of reality and fantasy. In particular, pretend play requires and exercises three cognitive processes at the same time: decentering from one’s own point of view, decontextualization from concrete immediacy and the integration of multiple elements into increasingly complex play scripts. These cognitive processes in turn involve executive functions such as inhibition, working memory and planning. In this sense, pretend play, in its analogue versions but also with the contribution of digital tools, can be a valuable training ground for children at risk of ADHD or other dysregulatory problems.
