Individual and family correlates of imaginary companions in preschool children.

Abstract

Factors associated with the presence or absence of imaginary companions in 222 preschool children were investigated using a self-administered questionnaire completed by their parents. Section I of the Imaginary Companion Questionnaire was designed to elicit a variety of demographic data on the children and their families and was completed by all parents. Section II was devised to obtain data concerning the imaginary companion itself and was completed only by parents of those children (N -63) who currently or in the recent past had imaginary companions. Data on family structure, play activities, and personality characteristics of the children, as well as characteristics of their imaginary companions, were presented. Data from the present study indicate that reducing loneliness is one of the multiple functions served by imaginary companions.

Factors which affect the frequency of dramatic play

“…For example, children who have considerable contact with parents, especially fathers, little sibling contact, and parents who encourage conversation and varied experiences are more likely to engage in pretend behaviour (Marshall, 1961;Manosevitz et al, 1973;Singer, 1973). Nichols (1985) also supports the view that mother-infant interactions are pleasurable for both parties and helps mothers to realize the importance of play in the promotion of growth and development of their infants.…”

Home Computers:

“…This is particularly true for children who do not have real playmates (Manosevitz, Prentice, & Wilson, 1973). But how do computers enter the picture?…”

Early Home Background Features in Relation to Imaginative and Creative Expression in Third Grade

“…At earlier ages, particularly preschool level, it is sometimes difficult for the child to understand "pictures in the head" for example. It was felt that the third grade administration was a good reflection of current and past evidence of a tendency towards imaginative play in the child [9] . IPPI correlated significantly with the following preschool measures made from observations three years earlier of the child's free play at nursery school (See Table 1).…”