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Concepts of Real and Imaginary Friendships in Early Childhood
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Gleason, Tracy R.; Hohmann, Lisa M. – Social Development, 2006
This investigation focused on the friendship concepts of pre-school-aged children. Eighty-four 3- to 5-year-old children responded to questions about social provisions, or benefits of relationships, available from reciprocal friends (both children in a pair nominate each other as friends), unilateral friends (one child nominates the other),…
Descriptors: Friendship, Imagination, Preschool Children, Schemata (Cognition)
Mothers' and Fathers' Attitudes Regarding Pretend Play in the Context of Imaginary Companions and of Child Gender
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Gleason, Tracy R. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2005
Mothers' and fathers' beliefs and attitudes regarding pretend play were examined as a function of whether their children had imaginary companions and their children's gender. Parents (73 mothers, 40 fathers) were surveyed about their children's pretend play, their attitudes toward pretense, and the environments they provided for their children's…
Descriptors: Mothers, Fathers, Play, Parent Attitudes
Imaginary Companions of Preschool Children.
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Gleason, Tracy R.; Sebanc, Anne M.; Hartup, Willard W. – Developmental Psychology, 2000
Interviewed mothers to examine the developmental significance of preschoolers' imaginary companions. Found that relationships with invisible companions were described as sociable and friendly, whereas personified objects were usually nurtured. Object personification frequently occurred as a result of acquiring a toy; invisible friends were viewed…
Descriptors: Birth Order, Child Development, Cognitive Development, Comparative Analysis
Social Provisions of Real and Imaginary Relationships in Early Childhood.
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Gleason, Tracy R. – Developmental Psychology, 2002
This study compared perceptions of relationships with parents, best friends, siblings, and imaginary companions among 4-year-olds with invisible friends, object companions, or no imaginary companion. Findings indicated that parents afforded instrumental help, and siblings were associated with conflict. Real and imaginary friendship provisions were…
Descriptors: Childhood Attitudes, Cognitive Development, Comparative Analysis, Friendship
Imaginary Companions and Peer Acceptance
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Gleason, Tracy R. – International Journal of Behavioral Development, 2004
Early research on imaginary companions suggests that children who create them do so to compensate for poor social relationships. Consequently, the peer acceptance of children with imaginary companions was compared to that of their peers. Sociometrics were conducted on 88 preschool-aged children; 11 had invisible companions, 16 had personified…
Descriptors: Play, Fantasy, Preschool Children, Social Cognition
Social Provisions of Real and Imaginary Relationships.
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Gleason, Tracy R. – 1999
This study examined preschool children's concepts of relationships with imaginary companions and real people, using the notion of social provisions, or types of social support and interactions. Four-year-olds were interviewed about social provisions--power, conflict, nurturance, and instrumental help--present in relationships with parent, best…
Descriptors: Child Behavior, Imagination, Interpersonal Relationship, Parent Child Relationship