Imaginary friend play in light of enactivism

Review of psychological data of how children engage in imaginary friend play (IFP) shows that it involves a lot of explicit embodied action and interaction with surrounding people and environments. However, IFP is still seen as principally an individualistic activity, where, in addition to those interactions, the actor has to mentally represent an absent entity in imagination in order to engage in IFP. This capacity is deemed necessary because the imaginary companion is absent or not real. This article proposes a proof of concept argument that enactivism can account for complex imaginary phenomena as imaginary friend play. Enactivism proposes thinking of IFP in a fundamentally different way, as an explicitly embodied and performative act, where one does not need to mentally represent absent entities. It reconceptualizes imagination involved in IFP as strongly embodied, and proposes that play environments have present affordances for social and normative interactions that are reenacted in IFP—there is no “absence” that needs to be mentally represented first. This article argues that IFP is performed and enacted in the world without having to be represented in the mind first, which best captures the social and interactive nature of this form of play.

Childhood imaginary companion and schizotypy in adolescents

Aim: The aim of this study is to investigate the role of childhood Imaginary Companion (IC) in schizotypy levels of adolescents within the framework of the Hierarchical Taxonomy Of Psychopathology (HiTOP).Method: Subjects were 96 adolescents (15 to 18 years old) voluntarily participating via either e-questionnaires on a website (N=56) or pen-paper method (N=40). Participants (61 females) were grouped based on the status of their childhood IC (with or without). Schizotypy dimensions scores were compared between these two groups. Thought Problems and Withdrawn/Depressed scores of ASEBA-YSR questionnaire were used as two scales to measure Thought Disorder and Detachment spectra of HiTOP model. Scores of these two spectra were compared between IC and non-IC groups. These two spectra were also correlated with Unusual Experiences (UnEx) and Introvertive Anhedonia (IntAn) dimensions of O-LIFE schizotypy inventory. Data collection was administered using a researcher-made questionnaire for IC status, Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE) for schizotypy dimensions, and Achenbach System of Empirically Based Assessment-Youth Self-Report (ASEBA-YSR) for Thought Disorder and Detachment spectra of HiTOP model.Results: UnEx dimension and overall schizotypy score of IC group were higher than non-IC group. There is positive correlation between UnEx dimension and Thought disorder spectrum.

A Review of Imaginary Companions and Their Implications for Development

A curious childhood phenomenon that has received relatively little attention in developmental literature is the imaginary companion (IC). Increased recognition of the importance of imaginative play and a desire to stimulate children’s early cognitive development makes ICs a particularly relevant topic. The significant prevalence of ICs in the population has permitted a modest yet diverse range of research investigating the functions, correlates, and implications of ICs for the children that create them. This literature review summarizes some of this research in order to describe the functions and forms that ICs may take, as well as social and personality characteristics of children with ICs. It also examines the role that ICs may serve in cognitive and social development, particularly with respect to children’s acquisition of Theory of Mind. Finally, this article addresses ways to integrate ICs into other aspects of children’s lives, gaps in the existing literature, and potential directions for future research in the field.

Imagination and Fantasy: Correlates of Preschoolers’ Science Relevant Inquisitiveness

One early manifestation of science inquiry skills may be inquisitiveness; that is, children’s tendency to ask questions about science relevant information. Little is known about individual differences in inquisitiveness, despite its fundamental role in emerging science inquiry skills. Prior research hints at potential predictors of inquisitiveness, including children’s imagination and curiosity through children’s exploration and play. Hence, this study examines potential correlates of inquisitiveness: children’s fantasy orientation and curiosity. Thirty-four ethnically diverse 4- to 5-year-old children (58.8% female) self-reported imaginary companion status, fantasy orientation, engagement in pretend role-play, and drew imaginative pictures. Children participated in two tasks, one that measures preference for uncertainty (curiosity) and one that measures inquisitiveness about science relevant content. MANOVA indicated differences in inquisitiveness by imaginary companion status and regression indicated that fantasy orientation made an independent contribution to inquisitiveness. Our results suggest that educators can enhance children’s science education in early childhood classrooms by providing opportunities for children to engage in imaginative play and experience stories and games with fantasy content.

Prevalence of Imaginary Companions in Children: A Meta-Analysis

Having an imaginary companion (IC) is a fascinating example of children’s imaginative and pretend play. However, there are inconsistencies in the reported prevalence of children’s ICs. This study examined how culture may affect this prevalence. We conducted a meta-analysis to assess whether the culture as well as age, assessment method, sex, and birth order may affect the prevalence of ICs in studies that included children under 12 years of age. The results revealed that culture as well as assessment method and sex/birth order may have a significant impact on the prevalence of ICs. Specifically, children in Western cultures were more likely to report invisible friends as compared to those in Japan, but the total prevalence of ICs did not differ across cultures. We illustrate several implications for future research on ICs.

Imaginary Companions of Blind, Deaf, and Typically Developing School Children

Having an imaginary companion (IC) during childhood is associated with developmental advantages. ICs also appear to persist and may serve as a coping mechanism for at-risk children. Few studies have examined imagination in blind and deaf children, two groups who may struggle with peer relationships and loneliness. This study explores the presence of ICs in a sample of 12 blind, 13 deaf, and 26 typically developing, ethnically diverse 8- to 12-year-old children. It examines teacher- and child-reports of competence potentially associated with having an IC. Results indicate that 54% of the children reported a current or prior IC, and those children engaged in more pretend play and fantasy than children without ICs. Deaf children reported the highest rates, and blind children the lowest rates, of ICs. The data suggest that having an IC may be associated with social and emotional benefits for deaf and blind children.

The Imaginary Companions Created by Children Who Have Lived in Foster Care

This study was designed to provide some preliminary information about the imaginary companions created by children who have lived in foster care, including prevalence rates and qualitative descriptions of the imaginary companions. We were also interested in how descriptions of the imaginary companions created by children who had lived in foster care compare to those of other children. Children with a history of foster care ( n = 21) and children from a low socioeconomic status community sample ( n = 39) were interviewed about imaginary companions. Twenty-six children (43.3%) reported having imaginary companions. Although having an imaginary companion has sometimes been believed to be more common in children with a history of maltreatment, in this preliminary study, prevalence rates did not differ between the two groups of children. In addition, both groups of children described companions that were a positive source of entertainment, friendship, and social support.