Pretend play plays a major role in children's development between the ages of 3 and 7, as it enables the child to detach from immediate perception, and creates a zone of proximal development (Vygotski, 1933/2021), thus acting as a lever for fundamental learning (Clerc-Georgy, 2015), and promoting developmental gains (Richard & al. 2019).
However, both the quantity and quality of pretend play have declined in the child population, leading to the loss of the fundamental gains associated with it (Landry et al., 2012). This phenomenon is aggravated by the primarization of the first schooling years (Fleer, 2011). If a pedagogical use of play responsive to children’s perspective is possible during this transition period (Truffer Moreau, 2020), teachers comfortable working in this way are rare (Cheng Pui-Wah & Stimpton, 2004).
Recent works about play in learning contexts aim to get a better understanding of the possible educational uses, and the adult’s participation in it (Veraksa, Veresov, Veraksa & Sukhikh, 2020). Although taking vygotskian ideas as a starting point, the actual tools nourishing practices take different directions. This research aims to get a better understanding of the similarities and differences characterizing the different approaches to using pretend play in classrooms for learning in early childhood education. The goals pursued by each, along with the conceptions underlying them and their main characteristics will be documented regarding the literature review conducted following Framarin & Déry (2021) guidelines. Results gained from this research provide food for thought in further reflection that will take place with swiss teachers.