The Use of Imagination

By Joel Batson  – Totara Teacher

Have you ever heard that phrase, “Hasn’t that child got such an active imagination?”  It’s often said in relation to a young child acting out some story with or without props, with or without other young children.  While there is truth to the statement it is actually referring to a behaviour, which is often misunderstood.  A clear understanding of what imagination is and how we, as humans, use our imaginations increases the chances of a child reaching towards their full potential.

So then, what is imagination?  Is it something weird and mystical?  Something which some people have and some people just don’t?

Imagination is a creative power of the human brain.  It is the ability to create new ideas based on what is already known and it’s also the vehicle with which we are able to traverse time and geography.  It’s a process based on what is known (reality) and moves to what is either unknown or unknowable.  For it to be used correctly, the use of the imagination must start with the known.

Imagination, therefore, is different from fantasy, thinking and reasoning.  Fantasy is that place of make-believe and is largely based in an alternate reality.  Think elves, fairies and other brands of escapism.  Thinking is not necessarily a creative power and can be defined within the bounds of mental recount and memory.  Also different from imagination is reasoning; more of a deductive power.

These definitions help us to understand the difference between the use of imagination at the first (in the pre-school) and second (in the primary school) planes of development, in the context of how the brain is operating at these stages.  The first plane is concerned with the construction of the individual, giving real experiences the child absorbs with the help of their absorbent mind.  It’s all about the ‘what?’  The second plane is more about the ‘why?’  The child loses their absorbent mind and develops the reasoning mind they’ll have for the rest of their lives.

The first plane is the set-up, laying the building blocks for the use of the imagination that begins to develop in the second plane (and stays with the child for the rest of his or her life).  In the second plane, we begin applying this imaginative power to problems and solutions.  This is what has allowed humans to spread across the earth, adapting to pretty much any environment.  This is also where we see that the imagination is tied to the power to choose our actions, meaning that we actually have a responsibility to use our imaginations wisely.

Following are a few examples of how the imagination is used in class at the second plane: solving problems, creating business opportunities, imagining life in locations such as Ancient Egypt and how they used to re-measure their fields every time the Nile flooded and solving conflict by imagining how it is for others.  This all is based on what is already known.

Independence

By Tania Gaffney – Deputy Principal, Preschool and Primary

This year I have had the privilege of having my workspace situated in the pre-school.  It has been 20 or so years since I have spent time within a preschool environment for any great length of time.  I have been having a great time watching the kākano (3-6 year olds) and seeing what they are capable of in their environment.

IMG_1403 (1)The other day I walked past 2 little girls on the deck, one was leaning over the other girl’s feet, practically with her nose on them, putting all her effort into helping put the shoes on.  When it was finished they both hopped up pleased with the result.  No words were even exchanged, but by the looks on their faces, I could tell that each was happy with the outcome.  Another time there were two boys on the deck, one helping the other to put on his top.  When I first saw them, the top was on and the first boy was saying, as he helped to tug it down, “Mmm, now is it meant to be scrinched up like that?”  And it certainly was! I had wondered how he had even managed to get it on.  I went away and when I came back they were still there and the top was off again.  The helping boy was using his words of encouragement “You nearly got it that time. Let’s try again.”  At some stage later I saw them outside working, so I presumed that between them they had sorted it out.  For both these scenarios they didn’t need adults to swoop in and help; they were quite capable of sorting it out themselves, because one of them had a few more skills or experience and could help the other where needed.

In Montessori we strive to guide ākonga towards independence in many different ways. Examples include the way in which the class is set up, the lessons that are given in the area of practical life and the amount of adult intervention that we allow.  A well-known saying in Montessori is, “Every unnecessary help is a hindrance to the development of the child.”

As human beings, we strive for independence, not only so we can help ourselves, but so that we have the skills to be able to help others.  We might be highly skilled in one area, but not quite so capable in another and this therefore grants the opportunity for others to be able to help us and for us in turn to reciprocate by assisting them.

It’s sometimes easy for us as adults to forget just how much our small children are capable of, given the right guidance.  The trick we adults should always try and remember is to stand back, instead of rushing in and instead, let our children develop this side of themselves – it is a gift they deserve to have.

Orienting our Children for Change

By Kerry Pratchett – Rewarewa Teacher, Preschool

Last year Jan told us that she had handed in her notice after many years of working at Wā Ora.  I think, whilst it was a shock, we also knew that she wouldn’t be with us forever.  Whilst transitions can be testing, I think that Jan prepared the community well for the changes ahead.  We did not have long to wait before we were told that Ava would be taking over in the role of Principal.  We even had a chance to sample the change when Jan went on a sabbatical and Ava came to ‘visit’ us for a term.

As we begin this new term, the preschool has had a number of tamariki move over to the primary school; at the same time, we have also welcomed new children into our preschool classes. This time of change can be quite stressful for a class or family, where we are getting used to new people, rules and expectations.  Orientation is a human tendency. Dr. Montessori spoke about how all humans need to orient themselves to their environment.  If we think of a child coming into a new environment they need to familiarise themselves with the new teachers, classmates and surroundings.  Once they have completed this process and feel safe, they then begin to explore and concentrate with certainty.

We are very lucky at Wā Ora to have our education go from 18 months to 18 years, as this means that students can see, ahead of time, where they will be moving to.  This hopefully makes those times of transition a little easier and since Montessori classes are grouped in three year bands, children don’t have to do it so very often!

Notwithstanding, these times of adjustment can still be challenging. To make life a little easier for everyone during these times, there are a number of ways support can be offered:

  • Communicate with your child about the changes that will happen and when they will occur.
  • Build a relationship between yourself and the new teacher – it is important that your child does not see your anxiety.
  • Punctuality – arriving on time allows for a relaxed start to your child’s day.
  • Allow time to chat – this does not need to be you directly questioning your child about school; often children will open up during those quiet 1:1 times.
  • Be prepared for your child to be upset, quiet and missing their old friends.
  • Allow time – parents, who have already been through a transition with a child, know that after a while all of the worries that you both had are just a distant memory.

As the school goes through a huge transition, I can see that both Jan and Ava have prepared us well.  I wish Jan all the very best in her new position in Bali and really look forward to getting to know Ava better.  Happy Transitioning!