title: Social provisions of real and imaginary relationships in early childhood.
abstract: Preschool-aged children's perceptions of their social relationships were examined, including those with parents, best friends, siblings, and imaginary companions. Sixty 4-year-old children participated in an interview designed to measure perceptions of the degree of conflict, nurturance, instrumental help, and power available in their relationships. Three groups were compared: children with (a) invisible friends, (b) companions who were personified objects (e.g., dolls), and (c) no imaginary companion. Results indicated that children differentiated the relationships in their social networks according to provisions. Parent-child relationships afforded instrumental help and siblings were associated with conflict. Provisions of real and imaginary friendships were similar, although imaginary friends were preferred as objects of nurturance. Results imply that 4-year-old children have developed differentiated relationship schemas and that those of children with invisible friends may be particularly distinct.
authors.affiliation: Department of Psychology, Wellesley College, Massachusetts 02481-8203, USA. tgleason@wellesley.edu
authors.forename: Tracy R
authors.initials: TR
authors.lastname: Gleason
mesh_terms: D002675:Child, Preschool; D005201:Fantasy; D005260:Female; D006801:Humans; D007092:Imagination; D007398:Interpersonal Relations; D008297:Male; D009769:Object Attachment; D010287:Parent-Child Relations; D012801:Sibling Relations; D012938:Social Perception; D012944:Social Support