Children’s images of imagination: The language of drawings

Abstract

The beliefs teachers hold about children’s imaginative capabilities directly influence their classroom practices. This paper reports on a small research study where the authors drew on an arts-based framework discussing two of Kieran Egan’s cognitive tools—in particular, the Somatic and the Mythic—to better understand the drawings of 5–12 years old about their imaginations. Drawing is valued as a process of metacognitive and creative meaning making that helps to explain the children’s thinking about where their imaginations are located and how they access their imaginations and creative ideas. The findings highlight the important role drawing can play in enabling teachers to access children’s conceptual thinking. They also offer some insight into how children understand the role imagination plays in their lives and learning.