During our faculty and staff work-week before the opening of school, I was chatting with teachers in one of our preschool classrooms. Two faculty children were having a conversation—one, an eighth grade student, the other a two-year old girl—and within a minute’s time the two-year old's attention shifted to a nearby dollhouse.
As is the case with many dollhouses, the back of the house was missing to give children easy access to the dolls and furniture within. I could see the adults in the room watching the eighth grader encourage the two-year old to interact with the materials inside. She grasped a doll and guided it to walk within the house, in the upstairs bedroom to be exact. You could see her become mesmerized by the bedroom and its furniture. All of a sudden, she guided her head into the room as much as it would fit. Next, she pulled back and then lifted her leg as if to enter the bedroom. Her eighth grade friend tried to help her understand that it is a room just for the little dolls. She looked a little disappointed, but soon accepted what he was saying and transitioned from her imagination to reality, going on to another activity.