Parasocial Engagement in Childhood

Abstract

Parasocial engagement emerges in childhood and persists throughout adulthood as demonstrated by emotionally‐tinged parasocial relationships and socially contingent parasocial interactions with favorite media characters. Children treat media characters as if they are real social partners in their lives who fill important roles and needs for them. As children's social and cognitive needs shift, they typically break up with earlier favorite characters, moving on to prefer those who are more developmentally appropriate to their current stage in life. Emotionally close parasocial relationships and parasocial interactions with favorite media characters also influence the cognitive and social learning of children, making parasocial engagement a valuable resource for educational and social development.