Imaginations of PreSchool Child


Imaginations of PreSchool Child

So  far as  can be  determined  imagination does  not  enter into the early mental activity of the  infant.

The period  is  given  over  completely to the absorbing business  of storing up a wealth of sense  impressions.  The first  two years are  often spoken of as the matter of fact period when things are as  they appear to be. That  are  sometimes taken to be  the  first  imaginings of the  infant  are truly often memory  images  or mental pictures  of former  experiences  called up through associative processes by the  actual presentation of some part  of that earlier experience. 

Memory and a fund of experience it would seem must precede true  imagination,  for  imagination as  distinguished from memory  is  the  activity  in which  images may arise  freely without  order or  relation to reality while memory is the reproduction of original experiences.

The beginnings  of imagination are so bound with memory that  it  is difficult  to  recognize their  first  appearances. Dr. Major,  through a close study  of the  activities  of his  child,  recognized imagination in “five  classes of the  infants activity”


(1) As  early as  the  fifteenth month the  child showed an element  of imagination in devising plans  to bring about  desired ends.     

(2)  In the  eighteenth month he  showed originality in his expressions of desire.       

(3)  He  engaged  in imaginative play during the twenty-fifth month.

(4)  In “uncontrolled play”  there entered the element  of constructive  imagination during the third year. (5)  “Assimilative  imagination”  or the  fusing of two images,  perceptual  and memory,  to form a new image, was  recognized early in the  third year.

Imaginations of PreSchool Child

Imaginations of PreSchool Child

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When the  child’s mind does  finally  shake  loose from the  shackles  of literalness at about two and a half or three years,  There comes a period of reveling in imaginative  flights, when there is almost no limit to make believe,fabrication,  and imagined experiences with imaginary  companions. This unrestrained imagination tends to decline during later childhood through widened experience with reality  and educational  training.

The  fanciful imagination of the  child between three and seven years becomes more matter of  fact  though still productive  from ten to thirteen years. During adolescence the developed emotional  life again adds  the elements  of  intensity and fancy similar to those of the first period, and daydreaming becomes a delightfully satisfying experience.

The  imaginings  of the adolescent  differ from those of the  small  child  in content. Those  of the  later period are  concerned primarily with persons,  their activities,  aspirations  and plans  rather than
with fairies  and impossibilities.

Progress  is  dependent upon creative, productive  imagination.Through experience  and training the child learns the difference between the real  and the  fanciful,  and  learns  to turn daydreams  into  actuality.

To  crush a child’s  imagination is  to destroy  one  of  life’s  greatest  gifts,  a  source of pleasure  and agent  of  individual  improvement. “Imagination has  the power to  alter the  face  of the world,  to bridge  distance,  to  annihilate time;

like the artist  it  is  skillful to glorify and enrich   On the moral  side of  life,  it  knows  how to  comfort and encourage,  to  inspire and control,  to animate,  and to rejoice.”

Imaginations of PreSchool Child Article Source ; The Psychology of preschool child Submitted by Iris Coldwell Frampton


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