Imagination and Creativity in Childhood

By L. Vygotsky. 2004

1,773 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1a931edcd6f4eaf9742fecc3f9486e9d2129ad27

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Exploring the Interactions between Asian Culture (Confucianism) and Creativity (2007, background): “According to Vygotskian theory (Vygotsky, 1992), the limited value placed on play can stifle children’s creativity.”
Understanding Imaginative Thinking During Childhood: Sociocultural Conceptions of Creativity and Imaginative Thought (2008, background): “‘‘The best stimulus of creativity in children is to organize their life and environment so that it leads to the need and ability to create’’ (Vygotsky 1930/2004, p. 66). We believe that this is an essential task of education—to create a stimulating environment in which creative thought is encouraged”
‘Conceptual Play’: Foregrounding Imagination and Cognition during Concept Formation in Early Years Education (2011, background): “Imagination is something thought to be ‘contained within the individual’, as something an individual constructs for themselves (Vygotsky, 2004; Gajdamaschko, 2005).”
Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? (2022, positive): “Mini c or ’ personal creativity ’ represents the personal (Runco, 1996; Vygotsky, 2004) and developmental (Cohen, 1989) aspects of creativity.”
The Development of Play (2015, background): “Vygotsky (1978, 1990) continues to be very influential in discussions of pretend play and its possible role in development ; his theory actually is more prominently discussed in the recent research literature than that of Piaget.”
Do People Recognize the Four Cs? Examining Layperson Conceptions of Creativity (2013, result): “These findings are in alignment with the longstanding view held by creativity research psychologists who have described creativity from a developmental perspective (Cohen, 1989; Kaufman & Beghetto, 2009; Stein, 1953; Vygotsky, 1967/2004).”
Entrepreneurial Imaginativeness in New Venture Ideation (2018, background): “Similarly, Vygotsky (1990) suggested that imagination serves as the basis of all creative activity.”
‘The playing-exploring child’: Reconceptualizing the relationship between play and learning in early childhood education (2018, background): “Vygotsky (2004) argued that the child combines impressions and uses them to construct a new, imaginary reality to suit her own needs and desires.”
Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin (2003, background): “Contrary to the common sense view, he argued that “the child’s imagination is not richer, but poorer than the imagination of the adult” (Vygotsky, 1990, p. 92), and that this relative poverty is evident in preschoolers’ play.”
Creative Experience: A Non-Standard Definition of Creativity (2020, background): “But, most of all, we can argue together with Vygotsky (2004) and other theorists of play and development, that it is essentially constructing different futures for the child based on lived experience and social interactions with peers and adults.”
From Resistance to Involvement: Examining Agency and Control in a Playworld Activity (2008, background): “2004), based on the cultural–historical theories of children’s play, and its role in development (Elkonin, 2005; Vygotsky, 2004).”
A Dynamic Definition of Creativity (2019, methodology): “However, a creative act is a process for inventing probable solutions that interact with knowledge (Vygotsky, 2004) and the domain (Csikszentmihalyi, 1999; Kahl & Hansen, 2015) to become creations.”