Imaginary Friends

In her article, "Getting Along With Imaginary Friends," in the Beginnings Workshop, "Imagination," Diane Krissansen makes these observations: 

"Some children have a multitude of imaginary friends, each with their own distinct persona.  Other children may have only one imaginary companion or none at all.  Data is sparse;  but according to Tracy Gleason, assistant professor at the Department of Psychology, Wellesley College, who has been studying the relationships between preschool-age children and their imaginary companions, imaginary friends tend to be slightly more common for first born and only children, as well as for children with siblings who are far apart in age.  This may be because they spend more time alone and have more privacy than a closely spaced group of siblings.  Also, girls are slightly more likely to create imaginary friends than boys — possibly because boys tend to do more impersonations of characters than interacting with imaginary people...

"Imaginary friends are a positive tool in helping children learn about the world and serve many useful purposes.  They allow children to learn about roles and relationships, providing a practice pal for the child's emerging social skills.  They enable children to explore issues of control, discipline, and power, without the anxiety of interacting with real authority figures.  An invisible companion creates a world where the child is in control and calls the shots.

"Imaginary friends provide an outlet for children to express and work through the normal anxieties of growing up.  They often make an appearance during times of stress or change, such as: moving house; birth of a sibling; or death of a family member.  Ms. Gleason knew a little girl who, when she arrived at the door of her preschool classroom, used to throw her stuffed animal into the room while she herself remained at the door.  She would pause and see what happened to the animal and, if all was well (it always was), she would enter herself."

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