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Abstract
This qualitative study explored the impact of imagination on children’s writing. Through in-depth analysis of writing pieces, the study revealed the significant impact of imagination on children’s ability to design engaging stories and poems. This study sought to highlight the unique perspectives and voices that emerge through the written word. The participants in this study were children aged 8–12 from diverse backgrounds, although they were from the same school. Grounded in Vygotsky’s sociocultural theory, which emphasises the roles of social and cultural factors in shaping cognitive development, this qualitative study suggests that imagination plays a pivotal role in supporting creativity in children’s writing. Other factors significantly influencing creative writing skills include multimedia and environment. The study’s results support Vygotsky’s notion that learning is a socially constructed process, highlighting the importance of culturally relevant stimuli in nurturing children’s imagination. In addition, the study contributes to understanding the interplay between imagination, creativity, and writing skills in children, informing instructional practices that promote literacy development and creative writing pedagogy. Thus, the study’s findings provide valuable insights for educators, parents, and policymakers seeking to nurture creativity in young learners.
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