A child talking to an invisible companion might seem unusual to adults, but imaginary friendships are a familiar part of growing up. Some children invent people with distinct personalities, while others give everyday objects a voice and character.

Far from automatically indicating loneliness, this kind of imaginative play can offer children opportunities to understand emotions, practise conversations, and make sense of their surroundings.

<h3>Why Children Create Imaginary Friends</h3>

Imaginary companions take many forms. A child might invent an invisible classmate, a character with a detailed personality, or a familiar object that becomes a conversational partner. The companion often reflects the child's interests and can develop as their imagination and needs evolve.

Psychologists Naomi Aguiar and Marjorie Taylor have reported that around two-thirds of children have had an imaginary friend by the age of seven. Having one does not necessarily mean a child lacks real relationships. Children with imaginary companions can have friendships and social experiences similar to those of other children.

Sometimes, the explanation is straightforward: children enjoy interacting with others. When nobody is available to play, an imaginary companion gives them someone to talk to. It can also provide an enjoyable way to spend time alone without feeling bored.

<h3>Building Creativity and Emotional Understanding</h3>

Imaginary play gives children the freedom to create situations, invent conversations, and develop stories without needing everything to follow real-world rules. They decide how a character behaves, what happens next, and how different situations should be resolved.

Researchers have associated imaginary friendships with creative storytelling, vivid mental imagery, and an interest in fantasy. Some children also appear more comfortable expressing themselves through imaginative play. Another important area is emotional understanding.

Research led by Marta Giménez-Dasí at the University of Valencia examined children aged four to six. Those who had imaginary companions achieved higher scores in assessments involving emotional understanding and the ability to recognise that other people have thoughts, feelings, and intentions different from their own.

However, this does not prove that imaginary friends directly cause stronger emotional skills. Children who already show an interest in other people's thoughts may also be more likely to create imaginary companions. Further research is needed to understand the relationship.

<h3>A Safe Way to Practise Social Situations</h3>

Imaginary friendships can give children room to rehearse everyday interactions. Through invented conversations, they can experiment with sharing, setting boundaries, apologising, and resolving disagreements. For example, a child who struggles with a classmate over a favourite toy might recreate a similar situation using an imaginary companion. The child can decide how the characters respond, consider different solutions, and practise reaching an agreement.

This kind of play allows children to explore difficult feelings at their own pace. Because they control the imagined situation, they can try different responses without the pressure of an actual disagreement. Developmental psychologist Tracy Gleason has described imaginary companions as a low-risk setting for exploring social relationships. The experience may help children understand how conversations work and prepare them for interactions outside their imagination.

<h3>Imaginary Companions and Autism</h3>

Imaginary friendships are not limited to children who develop in typical ways. Research involving autistic children also suggests that some use invented companions as part of their imaginative and social experiences. In research discussed by developmental psychologist Paige Davis and her colleagues, parents of 124 autistic children were interviewed. Around 49% reported that their child had created an imaginary friend between the ages of one and 11.

Researchers suggest that these companions may provide opportunities to practise communication and consider another person's perspective. Repeated imagined conversations can help children work through social situations in a setting they control. Every child is different, however. Some may prefer drawing or other forms of imaginative activity rather than inventing a companion. Having an imaginary friend is not a requirement for developing social skills, and its absence should not be treated as a problem.

<h3>Can Imaginary Friends Continue Into Adulthood?</h3>

Imaginary companions are often associated with early childhood, but they can also appear later in life. Adults may create imagined characters for companionship, motivation, emotional support, or creative thinking. Gleason has discussed research involving adults who reported having imaginary friends. Among 56 participants who described such companions, 68% said they had created them before turning 20, while approximately 30% reported creating one during adulthood.

Imaginary friends are more than characters created for entertainment. They can provide children with opportunities to develop stories, practise social interactions, and understand emotions in a comfortable setting. Their role may also extend into later life, where imagination can support preparation, reflection, and creative thinking.

Not every child needs an imaginary companion, and having one does not guarantee particular developmental advantages. Still, research suggests that imaginative play deserves to be understood as a potentially valuable part of growing up rather than dismissed as unusual behaviour.