Page 27 - Dainfern Precinct Living Issue 2_2024

TODAY'S CHILD Today's Child

have had imaginary friends retain knowledge faster than their behaviours that might be slightly
as children) and suggest that peers, simply because they get out of character for them or to
this creativity might contribute more opportunities to ‘chat’ as express thoughts and emotions
to improving their problem- they carry their imaginary friends which they might find otherwise
solving skills as they grow up. along with them wherever they overwhelming. It might also serve
Researchers at the University of go. to empower children in that their
Manchester also suggest that imaginary friends might be the
children with imaginary friends Imaginary friends also allow only ‘people’ they are able to boss
may develop language skills and children to experiment with around.

It may seem like unfamiliar territory to parents, so here are some guidelines on
how to react when your child creates her own imaginary friends:

• Firstly relax – as I’ve mentioned before, it is pretty common and certainly does not mean that there is anything ‘wrong’
with your child.
• Pay close attention to what your child says about her imaginary friends as it might give you some insight into what your
child is currently thinking or feeling.
• Try not to get too involved – your child’s imaginary friend is her own way of interacting with and making sense of the
world and by adding your own ideas to her fantasy, you might be taking away an opportunity for her to develop cre-
ative thought processes and problem-solving skills.
• Don’t be afraid to lay down the law if the imaginary friend’s demands or behaviours become too disruptive. It is import-
ant for children to understand that they are ultimately responsible for their actions and that there are limits to accept-
able behaviours – Mr Doodles will simply have to find another place to sit if all the good seats are taken!

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