Imaginary Worldplay in Childhood and Maturity and Its Impact on Adult Creativity

Root-Bernstein, Michèle; Root‐Bernstein, Robert

doi:10.1207/s15326934crj1804_1

Cited by 54 publications

(22 citation statements)

References 20 publications

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“…This period is also called as magical thinking period (Loxton, 2009). The presence of imaginary friends seen in children during this period is also an indication of their rich imagination (M. Root-Bernstein & R. Root-Bernstein 2006;Taylor, Carlson, Maring, Gerow, & Charley, 2004;Pearson et al, 2001). In addition, presence of the increase in the fluency but not in the originality of the ideas in this study confirms this situation.…”

Section: Discussionmentioning

confidence: 99%

Scamper: Improving Creative Imagination of Young Children

Gündoğan

2019

Creativity Studies

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Young children are accepted to have creativity abilities. Creativity is a feature that needs to be improved. Many techniques are used to improve creativity. SCAMPER (substitute, combine, adjust, modify/magnify/minify, put to other uses, eliminate, reverse/rearrange) is one of the techniques used to improve creativity. The aim of this study is to investigate the effect of SCAMPER in improving creative imagination of 5-year-old children attending kindergarten. For this purpose, 49 children from the age group of 5 year attending a kindergarten in the Southwestern part of Turkey participated in the study. There were an experimental group and a control group in the study. SCAMPER technique was applied to the children in the experimental group. The control group continued to the normal education program. The data were collected by using Test of Creative Imagination (Child Form), which was developed by Aysun Gündoğan in 2019. At the end of the study, it was found that creative imagination levels of the children in the experimental group receiving education with SCAMPER technique increased. Differences among children receiving SCAMPER education were found in the fluency sub-dimension of creativity. The SCAMPER technique was effective in improving the creative imagination. Therefore, techniques and activities that enable the development of creative imagination should be applied to individuals from an early age.

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Section: Discussionmentioning

confidence: 99%

Scamper: Improving Creative Imagination of Young Children

Gündoğan

2019

Creativity Studies

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“…As a child, did you ever create an imaginary world? We also asked participants for descriptions of each IA, and although we did not code these responses, we used them to verify that phenomena described were consistent with descriptions in the literature (Carlson & Taylor, 2005;Gleason, Sebanc, & Hartup, 2000;Root-Bernstein & Root-Bernstein, 2006).…”

Section: Methodsmentioning

confidence: 99%

Connections Between Adolescents’ Parasocial Interactions and Recollections of Childhood Imaginative Activities

Gleason

Theran

Newberg

2019

Imagination, Cognition and Personality

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Parasocial interactions (PSIs; one-sided communication imagined with a media figure) in adolescence and imaginative activities in childhood, such as imaginary companions and role play, have a shared foundation in that both use imagination for social purposes. This commonality in both cognitive processes and social uses begs the question of whether they are related phenomena. We examined PSI’s connection to retrospective reports of childhood imaginative activities in the context of the social environment, including relationship functioning (attachment style and social support) and well-being (self-esteem and depressive symptoms), in 151 adolescents ( Mage = 14.8 years). PSI and reports of childhood imagination were unrelated to each other and differentially related to the social environment, suggesting that each form of social imagination relates to the developmental task it addresses rather than to individual differences in predilection for fantasy or social functioning.

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“…In addition to asking about imaginary companions, we included pilot questions about whether the child had an imaginary place or world that he or she liked to think about. Past research indicates that some children in this age range invent imaginary worlds or paracosms that can become an important imaginative activity (Cohen & MacKeith, 1991; Root-Bernstein, 2014; Root-Bernstein & Root-Bernstein, 2006; Taylor, Mottweiler, Naylor, & Levernier, 2015). Thus, we included these questions as a first step in exploring the extent to which children who have been maltreated might engage in this type of activity.…”

Section: The Present Studymentioning

confidence: 99%

The Imaginary Companions Created by Children Who Have Lived in Foster Care

Aguiar

Mottweilier

Taylor

et al. 2017

Imagination, Cognition and Personality

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This study was designed to provide some preliminary information about the imaginary companions created by children who have lived in foster care, including prevalence rates and qualitative descriptions of the imaginary companions. We were also interested in how descriptions of the imaginary companions created by children who had lived in foster care compare to those of other children. Children with a history of foster care (n =21) and children from a low socioeconomic status community sample (n =39) were interviewed about imaginary companions. Twenty-six children (43.3%) reported having imaginary companions. Although having an imaginary companion has sometimes been believed to be more common in children with a history of maltreatment, in this preliminary study, prevalence rates did not differ between the two groups of children. In addition, both groups of children described companions that were a positive source of entertainment, friendship, and social support.

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Imaginary Worldplay in Childhood and Maturity and Its Impact on Adult Creativity

Cited by 54 publications

References 20 publications

Scamper: Improving Creative Imagination of Young Children

Scamper: Improving Creative Imagination of Young Children

Connections Between Adolescents’ Parasocial Interactions and Recollections of Childhood Imaginative Activities

The Imaginary Companions Created by Children Who Have Lived in Foster Care

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