I looked at academic writing on Imaginary friends and the fuction they serve for children within their development. Through conducting this research I hoped to conclude that there was a purpose for an online service of this nature.
Below are important quotes which I have pulled from different readings, I have referenced these accordingly. I believe that by having a quote bank I will be prepared to write the academic essay when the time comes to it.
I also interviewed two people about their experience of having / knowing someone with an imaginary friend:
Interviewee 1, personal correspondence (2011).
I had an imaginary friend; he was human and his name was John. He was a year older than me. I never went anywhere without him it was so funny. I would d actually buckle him into a seatbelt, and when I did something I wasn’t supposed to - I blamed it all on him. He ate my veggies and everything. I grew out of the phase after about a year but it was a long year for my friends and family.
Interviewee 2, personal correspondence (2011).
All children that are smart enough to play with themselves have one. Ever see a little girl set a table for an imaginary tea party. She doesn't just set a place for herself. A boy playing cops and robbers will have no end of bad guys to shoot. The friends of imagination fit the age and type of person needed for the situation. If your child has no one to talk to, she will create one. Just like you do. The difference is you can use the internet. She must use her imagination.
Super Cool Toy Store invites customers to purchase an Imaginary Friend Certificate. The have produced a simple question and answer page which will create a personalised certificate honouring a child’s imaginary friend. Other than this, there is a very small offering on line for imaginary friends and their preschool companions.
“Probably the most sophisticated form of symbolic play is the creation of an imaginary friend (Singer, 1975 cited in Newman and Newman, 2008:206).
An imaginary friend, which may be an animal, a child, or some other creature, springs complete in concept from the mind of the child. (Newman and Newman, 2008:206).
“It occupies space. It has its own personality which is consistent from day to day. It has its own likes and dislikes, which are not necessarily the same as those of its creator.” (Newman and Newman, 2008:206).
“Although not all children who have imaginary companions will disclose this information to adults, some studies have shown that as many as 65% of young children have imaginary companions, and some children have more than one” (Singer and Singer, 1990 cited in Newman and Newman, 2008:206).
Children who have imaginary companions also report a more vivid imagery when daydreaming or engaging in pretend play (Bouldin, 2006).
Studies have shown that children who have imaginary companions also tend to have more extensive language competence, which is observable in their ongoing conversation with their invisible friend (Gleason, 2004).
First step for primary research:
Invite children who have imaginary companions to come to play with them under observation and questioning.
An imaginary friend takes the place of other children when there are none around(Newman and Newman, 2008:206).
This serves as a confidant for children’s private expression; and is often involved in their efforts to differentiate right and wrong (Newman and Newman, 2008:206).
This idea also has longevity as: “unlike everyday pretend play, the creation of an imaginary companion represents a pretense activity that is often sustained for a long period of time” (Benson and Haith, 2009:240).
Imaginary companions are as common in the early elementary years as it is in the preschool years (Benson and Haith, 2009:240).
Children create imaginary companions for a variety of reasons; their companions provide them with fun and companionship, a vehicle for dealing with anger or fear, and help in coping with problems (Benson and Haith, 2009:240).
“Whereas not all parents are aware of their children’s foray into the world of imagination, a majority of parents are knowledgeable and respectful of their child’s interest and imagination. Some parents even facilitate their children’s relationship with the imaginary companion (Benson and Haith, 2009:240).
Research has found that children with imaginary companions are engaging in a fairly common and potentially beneficial form of play that in many cases seems to be an integral part of their development (Benson and Haith, 2009:240).
Many children create “imaginary playmates” early in life, and their play dramas with imaginary companions may help them practice and perfect such social routines as interacting amicably with or providing support and comfort to friends (Gleason, 2004).
“Children can usually describe their imaginary playmates in some detail, mentioning sex and age as well as hair and eye colour.” (Kail and Cavanaugh, 208:188)
There is a website which allows you to http://imaginaryfriends.spruz.com/ chat to other people – perhaps about your imaginary friend, or about any topic you desire, yet this is not well utilised and it does not extend to helping the user recreate their imaginary friend. Other than this, the web presence for imaginary friends is very weak.
Some psychologists even suggest that play ‘progresses’ as it becomes more ‘real’ (Cohen and Mackeith (1991:24).
“By the beginning of the preschool period, imaginary companions have become more than security objects. Now they have personalities and lifelike characteristics, and their role includes helping children act out wishes on a fantasy level or serving as scapegoats (Segal, 1999:187).
The website could be used as a form of escapism particularly for an only child, or children who are bullied at school, for example, who rely on their imaginary playmate for comfort. This is in accordance to Jeffree et al.’s belief (1985) that imagination can become a safety valve for stressful and difficult situations.
Singer and Singer (1992) asserted that children are very descriptive about certain features of their imaginary playmate – physically and mentally. Having a service whereby children could bring their imaginary friends to life would help parents come to terms with the child’s imaginary friend and would help them to better relate to them, for their child’s sake. After the child has grown out of the phase of having an imaginary friend, the produced item can be a lovely keepsake item which will be sure to be treasured and passed down through generations, having a great sentimental value.
There is now clear evidence that imaginary friends are a common feature in childhood development (Majors, 2011), yet there is no online presence to support this.
Certainly, it is now recognised that imaginary friends are often part of normal development. Young children with imaginary friends are often described as sociable, imaginative children who love stories and pretend play. They enjoy playing with friends and at times when friends are not available, they call on their imaginary friends for entertainment (Majors, 2011).
References:Bouldin, P. (2006). An investigation of the fantasy predisposition and fantasy style of children with imaginary companions. School of Psychology. Melbourne:Geelong.
Benson, J. Haith, M. (2009). Language, Memory, and Cognition in Infancy and Early Childhood. San Diego: Academic Press.
Gleason, T. (2004). Imaginary Companions and Peer Acceptance. International Journal of Behavioural Development. Wellesley: Sage Publications: vol. 28 no. 3 204-209
Cohen, D. Mackeith, S. (1991). The Development of Imagination: The Private Worlds of Childhood. London: Routledge.
Kail and Cavanaugh, (2008). Human Development: A Life-Span. Belmont: Cengage Learning.
Newman, B and Newman P (2008). Development Through Life: A Psychosocial Approach. Belmont:Cengage Learning.
Segal,M. (1999). Your Child at Play: Conversation, Creativity, and Learning Letters, Words, and Numbers. Three to five years. New York: Newmarket Press.
Jeffree, D. McConkey, R. and Hewson, S. (1985). Let Me Play. London: Souvenir Press.
Singer, G. and Singer, J. (1992). The House of Make-Believe: Children’s Play and the Developing Imagination. Massachusetts: Harvard University Press.
Majors, K. (2011). My Pretend Friend [Online]. Available: http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm [accessed: 14/01/11].
http://news.bbc.co.uk/today/hi/today/newsid_9359000/9359360.stm
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