Creativity and Imagination
Any human act that gives rise to something new is referred to as a creative act, regardless of whether what is created is a physical object or some mental or emotional construct that lives within the person who created it and is known only to him. If we consider a person’s behavior and all of his activity, we are readily able to distinguish two basic types. One type of activity we could call reproductive, and is very closely linked to memory; essentially it consists of a person’s reproducing or repeating previously devel- oped and mastered behavioral patterns or resurrecting traces of earlier impressions.
In the above link, are examples of a selection of children’s drawings, performed under the supervision of psychologists. I love the innocence of the earlier drawings. Pure imagination, and general visualisation of the subject in its purest from.
Creativity is an essential condition for existence and all that goes beyond the rut of routine and involves innovation, albeit only a tiny amount, owes its existence to the human creative process.
If we understand creativity in this way, it is easy to see that the creative processes are already fully manifest in earliest childhood. One of the most important areas of child and educational psychol- ogy is the issue of creativity in children, the development of this creativity and its significance to the child’s general development and maturation. We can identify creative processes in children at the very earliest ages, especially in their play. A child who sits astride a stick and pretends to be riding a horse; a little girl who plays with a doll and imagines she is its mother; a boy who in his games becomes a pirate, a soldier, or a sailor, all these children at play represent examples of the most authentic, truest creativity. Everyone knows what an enormous role imitation plays in children’s play. A child’s play very often is just an echo of what he saw and heard adults do; nevertheless, these elements of his previ- ous experience are never merely reproduced in play in exactly the way they occurred in reality. A child’s play is not simply a repro- duction of what he has experienced, but a creative reworking of the impressions he has acquired. He combines them and uses them to construct a new reality, one that conforms to his own needs and desires. Children’s desire to draw and make up stories are other examples of exactly this same type of imagination and play.