| Kids are imaginative. You only have to hang around | | | | structured guidelines can develop creative thinkers. |
| any human under the age of 12 to see how readily | | | | Given an atypical set of circumstances a creative |
| their minds turn to fantastical scenarios or characters | | | | thinker can come up with a solution that fits, |
| that may or may not exist in our world. | | | | whereas a child that is encouraged to only give |
| Kid's lives today are full of structured activities. | | | | answers to specific questions will invariably be stuck. |
| School can span the main hours of the day with | | | | Imagination also lets kids role-play foreign situations |
| extra-curricular activities often crammed in the | | | | and experiences that they have yet to experience |
| morning and afternoon, not to mention commuting | | | | for themselves but may have been exposed to. By |
| which can often be very time consuming. | | | | putting themselves in that particular scenario they can |
| While all these factors are significant in the education | | | | understand more fully the dynamics involved in say; |
| of a child, it is important that kids also get time to | | | | buying a loaf of bread, driving a car, sailing a ship or |
| express their own creativity and imagination, outside | | | | blasting to the moon. |
| of a structured environment. Because the benefits of | | | | Encouraging kids to have imaginative minds needn't |
| this free time are hard to quantify, it can often be | | | | mean letting them loose to do whatever they want, |
| neglected and undervalued. | | | | uncontrolled and unsupervised. Simply setting up a |
| Why is imagination important? | | | | specific space with a variety of creative tools, where |
| "Knowledge", as Einstein says, "can get us from A to | | | | supervision is distant but there if needed, can set |
| B. Imagination can take us anywhere." | | | | them on a path to creative problem-solving. |
| The ability to think out of the box, out of strictly | | | | |