How Many Toy Cars Does It Take To Pull A Real Car?
First, the necessary knowledge must be present. The child must have a clue about things that real entities such as a toy can do and things that they cannot do. A child does not expect to fit in the toy but can fit in the car, and such knowledge is important for differentiating between fantasy and reality in the events that follow. However, characteristics of the child such as age and personality trait (inborn) that is oriented towards fantasy. Also, there are the characteristics of the event or entity. A child is more likely to distinguish between fantasy and reality when dealing with products of culture than new products. The feature of the environment, such as the teacher and the parent who is introducing the entity or the event, is also very important for a child.
The child differentiates fantasy from reality based on what is ingrained in them, and this starts from the earliest age possible. The development of beliefs that the child considers correct is a continuous process, and this is the same for what they believe to be incorrect. This does not mean that the early stages of a child’s life should not have any form of fantasy. However, to help the child distinguish between fantasy and reality, the carer or the parent has to support the child by being there for them. Issues such as being fantasy-oriented or having a personality trait that is oriented towards fantasy may be challenging to influence. Still, it is essential to understand that the carer or the parent can influence several other factors.
In summary, children are always actively constructing the boundary between fantasy and reality. They construct this boundary based on their prior knowledge, environment, understanding of events, cultural factors, and personality traits.
References
MrBeast. (2018).How Many Toy Cars Does It Take To Pull A Real Car?[Video]. YouTube.
Sharon, T., & Woolley, J. D. (2004). Do monsters dream? Young children’s understanding of the fantasy/reality distinction.British Journal of Developmental Psychology,22(2), 293-310.
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