Do imaginary friends make you smarter?
Let’s Begin…
Amia and her friend Zelba have been inseparable for nearly a year. They share secrets, play games, and rule over imaginary kingdoms. Amia sometimes has bad ideas, and Zelba goes along with them anyway. Amia is very real, but Zelba... is not. So, what leads kids to create these fictional figures? Explore why children invent imaginary companions and what skills they can develop through pretend play.
Create and share a new lesson based on this one.
Additional Resources for you to Explore
Imaginary friends or invisible companions exist across cultures and are developmentally normal. Statistically, only and first born children or those with siblings far apart in age are more likely to have imaginary companions, which researchers believe has to do with a desire for companionship. While girls are somewhat more likely to engage in companion play with an imaginary friend, boys are more likely to impersonate a character.
Some developmental researchers distinguish between personified objects, which exist usually as stuffed animals and dolls, and imaginary companions, which are imperceptible to the outside observer. Some studies have shown that children are more likely to have caregiving relationships with their personified objects, while invisible companions are treated more like equals or friends. These studies have not been replicated by recent attempts.
Watch the video and finish the Think section to complete the lesson.
About Play@TED Learning Lab
Play@TED Learning Lab explores how play can change how we think, learn, and imagine what’s possible. When we strengthen access to play and create the conditions for children to thrive, we unlock brighter minds, braver ideas, and a more imaginative future for everyone. Explore curated talks and lessons that highlight the transformative impact of play.
Meet The Creators
- Video created by
- TED-Ed
- Lesson Plan created by
- TED Ed
