Collaborative pretend play provides an important cognitive, linguistic, and social
intervention context. In this paper, the nature of collaborative pretend play is
discussed and a rationale is provided for its inclusion in an overall language
intervention programme. The development of pretend play is reviewed, highlighting
prerequisite skills necessary to succeed in this context. A protocol is presented
for identifying specific strengths and needs in collaborative pretend, which leads
to goal setting and intervention strategies. A child study is used to illustrate the
assessment and intervention process.
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