Investigating the Position of Imaginary Companion (ICs) and its reflection in the Painting of Children in Age Group “B”

Painting fosters creativity while it is similarly one of the most effective ways to direct
children’s perceptions and feelings. Imaginary Companions, rooted in substantiating children’s strong imagination, also play a decisive role in how a child deals with the world around her/him. Actualizing an imaginary companion by the child is also done instinctively, while adults analyze this as abstract which results in a research-oriented relation. Reflecting objective events in a childish visual language is a decisive reason for the semantic expression of the child’s requests through the shapes and lines in her/his painting. The purpose of this study is to identify the position of imaginary companions and how they are reflected in the paintings of age group “B”. Research questions include 1. Where are imaginary companions located in children’s lives? 2. How are imaginary companions situated and reflected in the paintings of children in the age group “B”? This article was conducted by descriptive analytical method and the required data was gathered by a documentary, library method and also by field method through dialogue with children and observation of works. The research population consists of five paintings by four children in the age group “B” in a selective manner. The results show that according to the concept of imagination, the tendency of children to paint is to revive the different positions of a different game; because in the process of playing and painting, they can experience contemplation on the order of objects and subjects.