RJA #12a: Annotated Bibliography, Part 3–

"Imaginary friends." raisingsuperchild.com. N.p., n.d. Web. 17 Apr. 2010. .

This article presents the different types of imaginary friends a child has. It features very brief information on the statistics that answer what types of children tend to create imaginary friends. Its a good source to use because it analyzes imaginary friends as a good thing for children. It allows parents to build a better perspective on imaginary friends and encourages them to support their child's imagination.

Simpson, Rachel. "Child Development: Imaginary Friends Revealed (Printer Friendly) - Child Development | Wondertime." Wondertime: Understanding Kids, Inspiring Parents - Joys of Parenting Young Kids (Toddlers). N.p., n.d. Web. 18 Apr. 2010. .

This website provides a good source of information about imaginary friends. The article is basically provided to answer the questions that arise about having imaginary friends. The site is organized to differentiate the truth versus the myths involved with imaginary friends. It helps supports the idea that imaginary friends are a good thing for children.

TRINOFI, GABRIEL, and ELAINE REESE. "A Good Story: Children with Imaginary Companions Create Richer Narratives." Child Development 80.4 (2009): 1301-1313. Print.

This edition of the Child Development Journal reflects on the creativity that expands in a child with imaginary friends. It features the result of the case study conducted by the authors Trinofi and Reese. All the methods used to conduct the research are presented in in-depth detail. This article helps support the theory entailing Imaginary Companions help boost creativity.

Telegraph. "One in five young children have imaginary friends - Telegraph." Telegraph.co.uk: news, business, sport, the Daily Telegraph newspaper, Sunday Telegraph - Telegraph. N.p., n.d. Web. 19 Apr. 2010. .

This is a short online news article but contains necessary information to present the argument on Imaginary Friends. The article is based on a study conducted in the UK about kids with imaginary friends. It offers the personality trait that suggest imaginary friends can be alter egos. It is based entirely on children in the UK but presents a good case.

RJA #11: Annotated Bibliography, Part 2–

Ellis, Lisa. "When Imaginary Friends Come to Play." Health Information, Savings, Blogs and Support Groups. N.p., n.d. Web. 12 Apr. 2010.

. Lisa Ellis explains what she has learned about imaginary friends. This article is very infromative and she bases her research off of psychologists who have conducted studies on imaginary friends. The article features how common Imaginary friends are and how easily a child can change from one imaginary friend to another. It also explains other findings about imaginary friends that are vital to a better understanding about them. The goal of this article is to better educate people about the good that Imaginary friends do for children.

Hulbert, Ann. "New research on pretend friends. - By Ann Hulbert - Slate Magazine ." Slate Magazine. N.p., n.d. Web. 12 Apr. 2010.

Ann Hulbert wrote this article to answer the question: Are Imaginary companions good for children? She praises the development skills that are found in children who have had and have imaginary friends. This information helps provide relief to parents who discover their child has a broad imagination. She encourages parents to help a child create an imaginary friend if they have never had one.

Langholt, Alice. "Imaginary Friends - Life123." Articles And Answers About Life - Life123. N.p., n.d. Web. 12 Apr. 2010.

This article contains a lot of the information needed to obtain a better understanding of what life is like living with an imaginary friend. It presents the concerns of when having an imaginary friend becomes unhealthy. The author Alice Langholt briefly explains why a child develops this type of pretend play. It is necessary to use this resource as another example of how people interpret Imaginary companions.

Roby, Anna. "Imaginary Friendships Could Boost Child Development." Science Daily: News & Articles in Science, Health, Environment & Technology. N.p., n.d. Web. 12 Apr. 2010.

. Anna Roby is embarking on a research that proves that Imaginary Friends can help boost Child development. Many others have tested theories about children being able to quickly develop langauge skills through interaction with imaginary friends. This article focuses on the new belief that imaginary friends are good. In order to further investigate this belief, it explains what psychologist know about it and what Roby wants to further discover.

The Medical News. " Imaginary friends help children learn." THE MEDICAL NEWS from News-Medical.Net - Latest Medical News and Research from Around the World. N.p., n.d. Web. 12 Apr. 2010.

. This article talks about the research conducted by Dr Evan Kidd and his colleague Anna Roby. The research found that children who have imaginary friends are more capable of getting a point across than children without Imaginary friends. This is one of the language and social skills that develop during the interaction between the child and their friend. This information includes how many children have participated in the study.

RJA #10c: Ideas for the Application Project–

****A Personal Letter to my Mother****

I asked my mother if any of her children have had imaginary friends. Since I now know that I was the only one of her children that had an imaginary friend, it will be easy for me to construct a personal letter asking about that experience. The letter would suggest how it affected me and how I interacted with other children. It will also explain to her how the imaginary friend help mold me into the child I was. Instead of making the letter all about me, i would also like to ask her how it affected her and my father. I would like to ask if the imaginary friend developed before or after their divorce. Did I act out against the situation? How did I cope?


****Short Story****

I would like to demonstrate the arguments and the counterarguments into a story about a child and their imaginary friend. If I can suggest the behavioral issues involved with an imaginary friend, a short story would be a great example. The story will provide the assumptive age of children who create imaginary friends and exploit all of the characteristics of this type of child.

****News Article****

There are many things i can offer in a news article. I think the best option would be to write about Preschool and School age kids who have an imaginary friend. The article could provide the pros and cons of invisible buddies and how teachers/parents should react. It would also include what type of outcomes occur depending on how the adult reacts to the child.

****Editorial****

I could provide my own opinions on Imaginary Friends. I would also like to provide the input of other people who share the same opinions and views on the topic. I would explain why I think having imaginary friends is a healthy and normal part of development and what type of resources made me choose this argument.

RJA #10b: Progress Report for Argumentative Paper–

***WHAT I'VE DONE***

I have gathered most of the resources I need to complete my paper. After drafting an outline, I've organized the construction of my argument. I began reading Imaginary Companions and the Children Who Create Them and writing key points to help support my argument. I interviewed a couple of people on Facebook who have had an experience in dealing with imaginary friends. I also began writing my rough draft of the paper.

***What I Need to Do****

I need to organize my research and decide which sources are more relevant to my argument. I reread my thesis statement over and decided i need to reconstruct it. I don't really like the way i presented the thesis and intend to rewrite it. I will continue interviewing people and gathering more resources from suggestions that were made to me from friends. There are more books available that will help me with counterarguments. Once, i have completed the tasks at hand i will continue to write and edit my rough draft.

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.

RJA #9c- Presentation Plan

Many psychologists have ran numerous attempts to retract that bad rap that imaginary friends have had over the course of years. With unique ongoing studies, these psychologists have established a better outcome to older studies. The media may have helped damaging the benefits of having imaginary friends by making movies that represent them as bad influences. My main agenda is to encourage you that imaginary friends are important to a child's development. I will present evidence obtained from psychological studies that will reassure you that imagination is vital to children. I will also present to you ways to deal with this type of situation and how not to go about it. I am merely reaffirming that having an imaginary companion affects your child more positively than negatively.

RJA #9b- Argument

Imagination is a vital part of a child's development. Imaginary Friends can help mold a child's interaction with others. They become skilled in problem solving and social skills.

Reasons:

Children need to be able to express themselves. They sometimes create games to play with their companions, this allows them to learn how to play with others.

Social skills are developed. They are able to use this type of education to help them through school. Passing time with pretend play, they gain confidence in the ability to make friends with children of their own age.

The learning experience for parents is far more interesting. Some children display their own thoughts or beliefs through their companions. With that said, parents are able to become more educated about their children's lives. They may not know their child dislikes grape jelly because the child does not tell them. The child may tell their parents that they don't want to eat a grape jelly sandwich, they want apple jelly instead because their buddy really likes it.

Major or minor events that affect a child are sometimes displayed in their pretend play with their friend. They mimic events that may have occurred or that are reoccurring; this helps them cope with their feelings. This is a problem solving effect that benefits the child and the adult. With the ability to act out their emotions, the child develops critical thinking skills. The parent learns from this how their child reacts to certain conditions and are able to pinpoint the problem in order to construct a solution.

Objections/Counterarguments

Behavioral problems are a main aspect of why imaginary friends have been outlawed. The imaginary friend is blamed for the child's conduct; this often occurs due to the child's craving for attention. It upsets the parent because they want their child to learn how to take responsibility for their own actions. This type of complication should not affect a child's psyche because children without imaginary friends use the same type of blame on others.

The distinction between reality and make believe comes as an instant claim of why children should not acquaint their selves with imaginary friends. Rather a child has an imaginary companion or not, they are always going to obtain an imagination. Reality sinks in as a child grows older and they no longer believe in a lot of things such as Santa Claus, the Easter bunny, or even the tooth fairy. Why should we allow a child to believe that one of these figures exist but their own creativity can not be absorbed?

Imaginary friends promote immature thinking. Most kids can be described as immature especially the common culprits of imaginary friends (ages two to four). Imaginary friends provide companionship. The child is able to communicate and interact with their pal when there is no one else around.