Puppet studies present clear and distinct windows into the child's mind

Puppet use is a popular research tool in developmental studies. Despite this popularity, however, the method has rarely received systematic discussion regarding its theoretical foundations. The present paper addresses a number of fundamental questions concerning puppets use in research, with the hope of contributing initial steps towards such a theoretical foundation. First, why use puppets at all? Here, cases where puppet use is convenient are distinguished from those where it is inevitable. Second, why should puppet use be a valid method to study real social cognition? The basic argument here will be that puppet use is not categorically different from using other symbolic props (pictures, narratives, movies) in most of psychological research. Even if it taps children's thinking in pretend or simulation mode, it still presents a window into how children think, which concepts they use, which inferences they draw. Finally, the scope and limits of the method are discussed.