This thesis aims to investigate how children with different age initiate, maintain, and terminate pretend play through metacommunication. There are three research questions proposed: first, what metacommunicative strategies are used to organize children pretend play? Second, what are the linguistic features of these metacommunicative statements? Finally, does children use of metacommunication display a developmental trend? Participants included in the present study are two Mandarin-speaking children. Both are female. One aged two years and nine months old and the other is four years and five months old. Analytic framework adopted in this thesis is mainly derived from Giffin model. Giffin (1990) advanced a framework comprising seven metacommunicative strategies: enactment, ulterior conversation, underscoring, storytelling, prompting, implicit pretend structuring, and overt proposals to pretend. Results indicate that there are six metacommunicative strategies adopted by children during pretend play: enactment, ulterior conversation, underscoring, prompting, implicit pretend structuring, and overt proposals to pretend. Both children show a strong bias in favor of within-frame metacommunication during pretend play. In addition, there are linguistic features observed in these metacommunicative strategies. These linguistic features display children discrepancies in language development before and after three years old. Besides, how children with different age organize their pretend play through metacommunication is quite different. It has been observed that a four-year-old adopts ulterior conversation and overt proposals to pretend to initiate pretend play. On the other hand, a two-year-old child uses ulterior conversation and implicit pretend structuring as her play initiation strategies. As for play maintaining, older children develop various sub-plots or recapitulate the action format in order to sustain their play. Unlike older children, younger children abi.