Pretend play involves the behaviour of children during an interaction or game where a form of non-reality is observed. Pretend play may include all or several of the subsequent behaviours: “self-pretense, object substitution, animation of objects, pretending about imaginary objects, pretending to be another person or entity and pretending to have imaginary companions (Woolley & Tullos, 2008, p. 117).” From pretense, comes about the behavioural demonstration, which is pretend play. Physical activity is required to allow the classification of pretend play (Woolley & Tullos, 2008).

Pretend play is significantly different to other types of play due to a variety of factors. Pretend play appears to be customary throughout cultures as well as including particular features that seem to be universal. Children’s use of objects in pretend play is a feature. Toy objects like blocks and dolls are commonly utilized. If such objects are not accessible, objects from nature are frequently used. The interactive context of pretend play is another element. A vital constituent of pretend play is the inclusion of family members, friends and caretakers. Pretend play and the ability grows notably between the ages of 1-4 years. The five principles for pretend play include: playing recognizable activities when the essential item is nonexistent, tasks not acted out to a rational sequel, using inanimate items as if they are alive, material or gesture used in place of something else and finally the