A Good Story: Children With Imaginary Companions Create Richer Narratives

• Autores: Gabriel Trionfi, Elaine Reese
• Localización: Child development, ISSN 0009-3920, Vol. 80, Nº. 4, 2009, págs. 1301-1313
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 3 Citas
• Resumen

  • In line with theories that children’s pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children’s imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer narratives about a storybook and a personal experience compared to children without imaginary companions. This finding supports theories of a connection between pretend play and storytelling by the end of early childhood.