by Rebecca Mayglothling

Created on: September 08, 2009

Imagination is the key to learning. Early childhood educators are taught this slogan continuously, and they are taught how to utilize this advice. Through play, a child learns colors, numbers, letters, and so much more. According to Margaret H. White of the Institute of Early Childhood at Macquarie University, learning to imagine is a crucial step in symbol-making in early childhood (

www.test.lib.mq.edu) A concept such as colors, for example, is abstract at the age of two. Depth perception is continuing to develop at this early age, and children are just beginning to understand there is a name for everything. Through imaginary play, children can grasp these concepts at their own pace, which makes learning enjoyable. As we all know, children fare far better with things they enjoy!

Children also are beginning to grasp the concept of personal relationships between two and eight. There are people around them constantly, and they are struggling to understand their place within each individual relationship. New relationships are also developing through preschool and public school. Through imaginary play and imaginary friendships, external struggles are resolved. The child entertains an opportunity to figure out relationships for themselves when they imagine the relationship with an invisible person. Children who have had adults in their lives who have paid attention to their imaginary play have a higher ability to master problem resolution, internal conflict, and self control.

Developmentally, an imaginary friend could last until first or second grade. (parenting.families.com). This is normal, and rest assured other children in kindergarten will be dealing with the same issues! If there is true concern once your child reaches school, talk to the child's teacher and principal. These professionals will probably be able to regale many tales of friends who have come to school with their students!

The best parenting advice regarding imaginary friendships is to accept them, because they will burn out. Right now, we have an imaginary sister in our family, and a few imaginary kids, with an imaginary dog and an imaginary rainbow. We will take turns asking about each other's day, then we will sometimes ask about the sister's day. My daughter's face lights up when this happens and she understands she is accepted by our family, even with her companion who was there for her at her most crucial relationship crossroads.

References:

http://www-test.lib.mq.edu.au/ccap/childartImaginati on.html

http://parenting.families.com/blog/how-old-is-too-ol d-for-imaginary-friends

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