Abstract

The present study aimed to explore the presence (and any characteristics) of the imaginary companion in a group of 130 preschool children (M = 4.3 years; DS = 10.68 months) and to verify the associations between imaginary companion, fantasy gradient, cognitive abilities and psychological adaptation of the child. Results showed the presence of the imaginary companion in 19 children (14.6%) who positively described their imaginary companion and the relationship with him. Furthermore, the results showed that children with an imaginary companion have a higher gradient of fantasy, greater cognitive abilities, and a good psychosocial adaptation than children without an imaginary companion.