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"Mom/Dad! I'm SOOO bored!" Hearing this can conjure a rolling of the eyes in most parents. Decades ago, playing outside until sunset cured the "I am bored" declaration. Children happily imagined being pirates, astronauts, fairies, and the like with peers and/or imaginary friends. A free form of unstructured play is and always will be a steadfast apathy cure.
Before portable technology, more children worked through their boredom phases by using imagination and creativity to cultivate individualistic entertainment (Lieberman, 2014). During these imaginary sessions of play, young children's opportunity for abstract thinking and higher-order cognitive functions presented itself. However, most families today find "downtime" synonymous with "screen time," relying on devices to fill gaps in time and waiting (which can be said for most parents as well). Carr (2010) argued this change in play results in a decline of deep thinking. Today's culture has become more or less one that rewards constant connectivity. Children and even adults are losing sight of what it means to maintain attention or “think attentively," a type of thinking Carr sites as critical for conceptualizing ideas, thinking of the "big picture," and making connections. All of which he attributes to the growing use of portable technology (2010).
In recent years, as children learn to become reliant upon screens for entertainment without proper guidance from adults (teachers, educators, parents and the like), their own boredom cures decline and so may imaginative play. A loss for pretend pirates crews and pink elephants everywhere. The action of pretending along with thoughts that goes into "imaginary play" are essential during child development offering social, emotional, cognitive, and physiological well-being (Barnett, 1990; Hughes, 2009). Enriched play such as this can be instrumental in helping nurture a child’s executive function development, aiding in regulation, along with recall skills (Brown, 2008). And within this, many human development researchers claim that imaginary friends may have a role in the development of executive function (Berk & Meyers, 2013).
Why focus on imaginary friends?
Imaginary and make believe the play was once thought to be a sign of loneliness or even mental illness. Now research shows pretend friends are boosters for language and social skills. A study conducted by La Trobe University in Melbourne found that three- to six-year-olds with imaginary friends were more creative and socially advanced than their peers. Also noting that those children showed advanced language and social skills, much as a result of operating both sides of a conversation and dialogue with their imaginary friend (Kidd, 2009). This imaginary play shows that a child is curious and is ready to imitate sounds and actions of the adults around him (Kaufman, Singer, & Singer, 2016). In fact, imaginary friends are considered to be very purposeful, where many are needed "to overcome boredom and provide companionship or entertainment, to help express feelings and even for support during difficult times."
Are imaginary friends at risk of extinction?
With the increasing number of characters, children are exposed to portable technology; these personas can turn to meet certain developmental needs through “relationships” with their favorite personalities. The more time spent watching and more ways kids are able to engage, the more they become invested, and may develop one-sided, or parasocial, relationships with these fictional persons. Parasocial relationships, defined as a unilateral attachment to a person, real or fictional, where the child experiencing the attachment feels a deep bond or sense of connection. For a child, a parasocial relationship can act as an emotional surrogate (Derrick, Gabriel, & Hugenberg, 2009), filling a void caused by loss or difficult feelings, even offering comfort at times.
While parasocial relationships may offer emotional comfort, there are limitations to the types of interactions children may have with these existing personalities. If engagement is limited to viewing on a screen, then these dynamics are not offering the same executive function development that occurs with traditional imaginary friends. We are then left to wonder: "Are imaginary friend being replaced by pretend relationships?" Bers (2012) has made the statement "that most of today’s technologies for young children are playpens and not playgrounds," meaning they limit rather than encourage explorations—an essential part of child development.
For Educators, Parents & Psychologist
Doing away with screen time, may not be the absolute answer. Luckily, new apps encourage what may be missing in imaginative play among parents and children. By using these applications as a supplement in promoting pretend type play to foster good thinking followed by a non-screen time session of pretending pirates and pink elephants could be the best prescription for "fun."
My Playhome “A doll house for the iGeneration.”
Imagine stepping inside a virtual home where you can ‘play house’ without the risk of losing accessories or limits based on physical space. Kids can move around multiple family members, exploring multiple activities and role playing dynamics all taking place inside the house. Endless hours of imagining and fun in store!
Curious Words: “Discover the Curious Filmmaker in you!
With this app, children are prompted to take in the world around them through the lens of the camera and find inspiration in the people, places, and emotions they encounter in the real world that represent random words proposed. At any time during the process, you can create a final movie with all the words recorded so far, assembled with voice over and music. The result is a personal and unique film. Innovative approach to filmography for children and their families!
FriendStrip Kids Pro: “Comic Strip Creation for Kids.”
FriendStrip allows kids to go on creative, quirky expeditions with their friends and family. Select a short story from the library as a starting point for your comic-strip, and then let your imagination guide your journey from there! All scenarios and adventure-themed activities are illustrated by professionals, with the application providing special effects and text to allow kids to personalize to their liking.
Foldify Zoo: “Translating On-screen to Real-world Creativity.”
Children can learn about and create their animals within the app, and then print them out to fold together in the real-world for a perfect blend of different types of stimulus and free-form play experiences.
TeleStory: “A TV Studio In Your Pocket.”
Another app that inspires media creation and storytelling with children. Kids choose a theme and then are off to shoot a TV show, complete with digital costumes to “wear” while filming!
Toca Dance: “Start warming up - it's time for Toca Dance!”
Create your own music video, from choreography to setting the stage! Similar to other Toca produced apps (including “Toca: Life City,” “Toca Blocks,” and “Toca Hair Salon: 2”), Toca Dance inspires unadulterated fun and play as a form of teaching children the power of expression and creativity. This app promotes the kids using their imaginations and bodies to learn about the world and whom they want to be.
Plum’s Photo Hunt: “Explore the World, One Mission at a Time!”
This app sends kids out into the real world with their smartphone or tablet to complete photo missions. Children are given topics and tasked with taking photos to bring those subjects to life – great for learning concepts and categories. Each mission does a nice job of merging the on-screen with the real-world application, offering children different experiences that they can reflect on as a means of contextual learning and discovery.
About the Author
Jamie Krenn, Ph.D., is an adjunct assistant professor heading the Children's Media: Analysis and Evaluation area of focus within the master's program of Cognitive Studies and Education at Teachers College, Columbia University.
Acknowledgements
The author would like to acknowledge Teachers College Graduation Student, Katherine Woolard for her collaboration in research and providing information about imaginary friends and mobile applications.
References
Barnett, L. A. (1990). Developmental benefits of play for children. Journal of Leisure Research, 22(2), 138.
Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6(1), 98.
Bers, Marina U. 2012. Designing Digital Experiences for Positive Youth Development: from Playpen to Playground. New York: Oxford University Press. ISBN-10: 019975702X
Bateson, P., Bateson, P. P. G., & Martin, P. (2013). Play, playfulness, creativity and innovation. Cambridge University Press.
Brown, S. (2008). Executive Function: What’s Play Got To Do With It? “Nothing lights up a child’s brain like play!” Penn State Extension
Carr, N. (2010, June 5). Does the Internet make you dumber? Retrieved from http://www.wsj.com/articles/SB10001424052748704025304575284981644790098
Calvert, S. L., Richards, M. N., Jordon, A. B., & Romer, D. (2014). Children’s parasocial relationships. Media and the well-being of children and adolescents, 187-200.
Derrick, J. L., Gabriel, S., & Hugenberg, K. (2009). Social surrogacy: How favored television programs provide the experience of belonging. Journal of Experimental Social Psychology, 45, 352–362.
Hughes, F. P. (Ed.). (2009). Children, play, and development. Sage.
Kaufman, S. B., Singer, D. G., & Singer, J. L. (2016). The need for pretend play in child development. Retrieved October 5, 2016, from https://blogs.scientificamerican.com/beautiful-minds/the-need-for-prete…
Kidd, D. E. (2009, June 3). Imaginary friends help children learn. Medical News. Retrieved from http://www.news-medical.net/news/20090603/Imaginary-friends-help-childr…
Lieberman, J. N. (2014). Playfulness: Its relationship to imagination and creativity. Academic Press.
Romm, C. (2016, May 31). How imaginary friends help kids grow up. Retrieved July 28, 2016, from http://nymag.com/scienceofus/2016/05/parents-relax-imaginary-friends-ar…
