Imitation and Pretend Play from 13 to 18 Months

Are imitation and pretend play the same?

Imitation is copying an action, such as wiping a table after watching you or taking a toy from a container after seeing another child do so.

Pretend play represents an action in play: offering an empty spoon to a doll or pretending to speak into a toy phone.

These skills are related but not identical. Between 13 and 18 months, imitation, functional play, and early pretend actions may overlap.

What might imitation look like around 15 months?

NHS speech and language guidance describes copying actions and gestures as part of communication development. CDC separately includes copying other children on its 15-month US checklist.

Children may watch a parent, sibling, or another child. They might copy an action immediately or repeat it later.

Imitation can be brief: clapping, copying a facial expression, or trying a new way to use a toy.

What does using an object as intended mean?

CDC lists trying to use familiar things as intended by 15 months, such as a phone, cup, or book. A child may hold a toy phone to their ear.

This does not have to be pretend play. A child may be copying a real action or exploring what an object does.

Learning how objects are used can support later imaginative play, but does not set a timetable for it.

How may everyday imitation grow towards 18 months?

CDC lists copying household actions, such as sweeping, and simple toy play on its 18-month checklist. A child may imitate wiping or putting laundry in a basket.

These are examples of learning by watching. The aim is not to teach chores, but to let children explore familiar actions.

Children vary in what they notice and choose to copy.

How can simple pretend play begin?

A child may offer a doll an empty spoon, pretend to talk on a toy phone, or stir an empty bowl. These are possible examples, not tasks every child must perform by 18 months.

CDC suggests playful activities such as pretending to talk to a stuffed animal. Follow your child’s interest rather than expecting a scripted response.

Pretend actions may be simple and repeated. A child need not create a story or use a toy in one particular way.

Why is simple toy play useful?

CDC lists simple functional toy play, such as pushing a toy car, on its 18-month US checklist. This is an observation example, not a UK screening threshold.

Pushing a car, rolling a ball, or putting a doll to bed are simple ways to explore objects. Complex storylines are not required.

Repeating an action lets a child explore how an object moves or works. Games need not become more elaborate.

How can you join your child’s play?

Start by watching what your child chooses. If they push a car, push another nearby; if they offer a doll a spoon, you might say, “The doll is eating.”

Show one small new action if you like, then give your child room to continue—or move on.

Everyday objects can inspire play, but choose safe, age-appropriate items without small parts or sharp edges. Supervise play.

When is it helpful to discuss development?

Not showing one imitation or pretend-play action does not by itself identify a developmental condition. CDC checklists do not replace validated screening.

Share persistent concerns across several areas, such as social interaction, gestures, communication, and play.

A clear loss of imitation, play, or another gained skill deserves prompt professional discussion.

What can you do today?

Notice what your child naturally copies during the day; there is no need to quiz them.

Turn a familiar activity into simple play, such as putting toys in a basket or stirring an empty bowl with a large safe spoon.

Join the action your child starts, add one small idea or phrase, and then let them lead.

Notice whether play and imitation gradually become more varied, without expecting a particular pretend scenario.