Imagination in learning

Learning to imagine

Margaret H. White*

*Corresponding author for this work

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    The role of the arts in the development of imagination in early childhood is linked with children's need to explore and learn about their world. Learning to imagine is a crucial step in symbol-making in early childhood. Decentration skills are hypothesised as the link between fantasy or pretense play activities and development in areas such as communication, co-operation, perspective-taking ability, creativity, problem-solving skills and many areas of cognitive development. Children develop their own theories of the world well before starting school and, by being aware of these theories, teachers can build on children's prior learning rather than negating it. Examples of children's symbol-making are used to illustrate the process of making meaning. Aspects of children's learning environments are considered in terms of how effectively they facilitate children's exploration and the development of imagination.

    Original languageEnglish
    Pages (from-to)99-111
    Number of pages13
    JournalEarly Child Development and Care
    Volume90
    Issue number1
    DOIs
    Publication statusPublished - 1 Jan 1993

    Keywords

    • apprenticeship
    • childhood
    • decentration
    • imagination
    • symbol-making
    • the arts

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