IMAGINATION

One of the delightful things about teaching and working with children is the quality of imagination they can bring to learning and understanding. I used to say to children in classes, particularly those in the upper primary area, that they had three eyes: Their left eye , right eye, and their “I” For “imagination”) eye. Their “I” eye was in the middle of their foreheads but not visible. Their “I” eye was hidden from view but had the capacity to work hard and to see a lot beneath the surface. Their imagination was something that enabled them to visualise things not necessarily there at the moment. For instance the ability to conjure up pictures in their minds of what was going on in stories, in their understanding of historical facts, their engagement with music, drama, and with core subjects including Literacy and Mathematics.

The use of imagination can make learning a living and vibrant experience because it facilitates engagement. Too often people feel disassociated from what they are doing. They don’t bring imagination into play as they tackle tasks.

As the teacher and in later years as a person who used to work with children in the areas of music, storytelling, and drama I used to encourage them to use imagination to make things real through their engagement with what we were doing and therefore learning outcomes.

Imagination can also be used to help tackle problems and solutions. Often adults find it hard to overcome problems with which they are confronted because they don’t bring imagination into play. Inhibitions come to the fore and make overcoming challenges hard. Children are not confronted by those same obstacles or barriers. It’s for that reason that children often find solutions to problems much easier to reach than do adults. They don’t have the same hangups and worries about their environment as may be be the case for adults.

It is of concern that video games and technological entertainment can diminish imagination for children. Rather than relying upon their imagination and thought processes to reach end points that’s all done for them by games which reward them for no more or less than following the sequence of activities and events by letting their fingers walk around keyboards. While games are part of life they should never be allowed to take over the natural ability of children to immerse themselves in situations and solve problems without assistance.

Imagination is to be encouraged, particularly when it comes to story writing and creation. It’s something I believe we as teachers need to work hard to grow upon our children. Neither does it end with primary school students but extends into the middle and upper school domains.

I believe the teachers who work with children to grow their imaginations also grow their own. Being aware of imagination and its qualities is important. Imagination should not become stunted as people reach from childhood into adult realms. It is critically important as a teaching of development tool.