RJA #10a: Annotated Bibliography, Part 1–

Gleason, Tracy. "Social Provisions of Real and Imaginary Relationships in Early Childhood." Developmental Psychology 38.No 6 (2002): 979-992. Print.

This journal issue provides the perceptions of social relationships of preschool age children. Gleason conducted research that provides a better understanding of how children interact with each other. The study compares three types of children: Those who have imaginary companions, children who personify objects, and children without imaginary friends. The characteristics and variations of the selected groups are explained and compared making it easier to determine why children create imaginary friends and why. It features how children inteact with each other and their imaginary friends. This article is relevant in contrasting the relationships that children have and how they react in different circumstances involving real and invisible friends.
Taylor, Marjorie. Imaginary Companions and the Children Who Create Them. 1 ed. New York: Oxford University Press, USA, 1999. Print.

Marjorie Taylor is an active psychologist at the University of Oregon. As the author of this book she explains how imaginary companions help children in their cognitive development. She offers many valid arguments that officiate Imaginary Friends as a normal part of child's development. Her arguments are gathered from research in which she conducted herself. She describes what type of children create imaginary friends and compares them to other children who do not establish them. The book provides the characteristics of children with invisible friends, answers the question of why children develop imaginary friends, and acknowledges the complexity between reality and make believe. Taylor makes credible details to suggest that having imaginary friends is a positive and healthy contribution to a child's life. With a complete understanding of how a child's imagination works, the author provides the target audience (Parents, Teachers,etc.) with information that can help them react to the matter.

Taylor, Marjorie, Stephanie Carlson, Bayta Maring, Lynn Gerow, and Carolyn Charley. "The Characteristics and Correlates of Fantasy in School-Age Children:." Developmental Psychology 40.No 6 (2004): 1173-1187. Print.

The authors of this article conducted a case study to determine what type of children create imaginary friends. The article disregards any prior misconceptions of the age that kids develop imaginary friends. Researchers may suggest that the climax of this type of pretend play happens in preschool years, the authors downplay that conclusion based on their own case studies. They initiated the study by gathering children ages 6 and 7. The studies presented a counterargument on the age of imagination and when the children dismiss their fantasies. The methods, steps, and procedures that were involved in the research project supports their counterargument and makes the assumptions liable.