Have you ever seen your child talking to the air or chatting with a toy as if it were a real friend? Don't worry, your child may simply be talking to an "imaginary friend."

An imaginary friend is a "person" that a child creates through imagination. This friend can take any form or size. It may be a person, an animal, or even a completely fantastical character.

Research shows that around 65% of children have an imaginary friend before the age of seven. Imaginary friends actually play an important role in children's development. They provide opportunities for children to practise social interaction. Through self-created scenarios and role-play, children can use their imagination while learning how friendships work. As children's language and cognitive abilities develop, they also gain a better understanding of the world around them. During interactions with their imaginary friends, they often express their own thoughts and apply rules they have learned in daily life. For example, if the imaginary friend refuses to go to sleep, a child might say, "Mum said you have to sleep to grow taller. Go to bed now!"

Children can also experience different challenges and emotions through these imaginary interactions. For instance, if they imagine arguing with their imaginary friend, they may think about how to solve the conflict. This helps them practise problem-solving skills and learn how to cope with negative emotions.

Imaginary friends can also provide a sense of comfort and companionship, helping children manage feelings such as boredom, loneliness, fear, or anger. Because these conversations happen in imagination, they create a risk-free environment. Children can explore different situations and feelings without worrying about the real-life consequences of saying or doing the wrong thing.

Reference

Gleason, T. R. (2017). The psychological significance of play with imaginary companions in early childhood. Learning & behavior, 45(4), 432-440.

Taylor, M., Carlson, S., Maring, B., Gerow, L., & Charley, C. (2004). The characteristics and correlates of fantasy in school-age children: Imaginary companions, impersonation, and social understanding. Developmental Psychology, 40, 1173–1187.