We addressed three research gaps related to Mental imagery (MI) in children. First, MI relies on depictive representations in adults, however evidence for a depictive theory of MI in children is lacking. Second, researchers have employed a four sub-component model (Image Generation, Image Maintenance, Mental Rotation, Image Scanning) to investigate the development of MI, however findings are mixed. Finally, shared mechanisms between MI and Visual Working Memory (VWM) are suggested in adult literature, yet this relationship has not been tested directly in children. Using a novel battery of MI tasks, we found evidence for depictive representations in both Experiment 1 (adults: N=58) and Experiment 2 (children age 6-11 years and adults: N=150) in that participants of all ages generated and maintained images of high vividness more often than low vividness. Moreover, we found participants make similar errors when estimating varying distances in both visual perception and mental imagery: participants of all ages underestimated distance, and this increased with increasing distance, thus providing further evidence to support a depictive theory in both children and adults. To address our second and third research questions, we report evidence to broadly support a separable-component model of MI and a dissociation between MI and VWM in both children and adults (Experiment 2). Our findings extend current understanding of development of MI from childhood to adulthood and broadly suggest the structure of MI in childhood mirrors that in adults. Moreover, the findings highlight the importance of considering individual differences in format of representations and strategy use when deciphering the relationship between MI and VWM in both children and adults.