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In recent years, development and education of young children's pretend play psychologist showed great interest in the game for young children to pretend that offers many opportunities to practice, constitute the most important theory of infant mental development environment for children's social development created favorable conditions. Therefore, the ability of children to pretend to understand, not only help promote the development of young children pretend game theory, but also help to promote children's social development. In this study, children pretend play at home and abroad based on the review, based on the actual situation of our children, to determine the following research purposes: in the real - pretend and pretend - pretend that children under two scenarios for pretend understanding of the game, in order to probe the ability of young children to pretend development, exploration of urban and rural children's understanding of the difference in this regard, as well as social factors (parents' occupation, education, rearing, etc.) and their relationships. The subjects of this study, 144 children aged 3-5 years, tools for the revised Infant Basic Information Form, using a combination of literature, questionnaire, experimental research methods. The study is divided into two parts, namely a real study - pretend and pretend - pretend situations Preschoolers pretend to understand, finally, a comprehensive analysis of the two experimental situations pretend to understand the ability of young children to explore the family and other social factors related relationship with this ability. Research to obtain the following three conclusions: (1) 3-5 year-old children in a real - pretend, pretend - pretend pretend contexts ability to understand the overall increase with age is rising, children grow older, gradually by independence of the transition to a social pretend play pretend games. (2) In the real - pretend, pretend - pretend situations, urban children pretend to understand significantly higher than rural children, the only child pretend to understand significantly higher than non-child. (3) parents 'education, occupation, economic level, children's reactions, playing partners, whether to participate in remedial classes for young children pretend to understand the factors that significantly affected the ability, in which the higher the parents' education, occupation is relatively stable, the higher the children pretend to understand the capabilities. Children playing partner too large a better performance, the children participate in remedial classes more excellent results. Finally, to combine previous research, the study conclusions were discussed and analyzed, discussed the characteristics of children pretending to capacity development and the various reasons for the differences, as well as a variety of family and social factors on them.
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