How Does Imagination Build Children’s Brains Through Play?

Children’s imaginations are not just sparks of fun, they’re engines for learning and creativity. When we offer open-ended materials, time, and encouragement, our tamariki transform simple items into castles, characters, and stories, stretching their thinking, language, and social-emotional skills. Fostering imaginative play sets children up for deeper problem-solving, independence, and lifelong curiosity and it all begins with their earliest “what if…” moments.

Imagination — invaluable for rich learning

During the early childhood years, one of the very (many) exciting developments is to see our child’s imagination blossoming. From their earliest “pretendings” when one object can represent another, to more complex imaginary worlds, characters and scenarios, playing out ideas of ‘what could be’ is engaging and absorbing for our children, and a joy to observe for us. Imaginative play just feels synonymous with being a child!

A child’s imagination will grow, but the ‘quality’ of play materials, time and our own attitudes and creativity will influence how much ‘exercise’ the child’s imagination-muscles receive. Offering very prescriptive toys with one way to use them, or ones that ‘entertain’ rather than spark curiosity and creativity, means we ask very little of the child’s imagination. They don’t have to wonder, “what if…” or conjure up ideas of their own.

However, if we offer open-ended play materials and ‘loose parts’ that rely on the child’s inventiveness to go from an object to a ‘something’, the imagination of the child is pulled into the play. And not just as a participant, but as a driver. Any game can emerge, any play urge can be expressed, and our children’s capacity to play independently of direction, make their own decisions and try out ideas without the fear of being “wrong”, are all strengthened.

Costume Play: Defined vs. Loose Dress-Ups

We can take the example of dress ups, as these are very often associated with children being imaginative and “pretending” as they ask children to take on the role of someone else. There are dress ups that are costumes that are very clearly ‘one thing’. These can still be “fun” for our children, and they will act out the role the costume suggests: a fire fighter costume strongly hints at fire fighter play, or a dog-character from a show the child has watched will give them a chance to use the voice they’ve heard used, and do the things they’ve seen this character do. They’re expressing what they know of these specific ‘people’, and reenacting and role playing.

Then, there are dress ups that are ‘looser’. They are less specific and this is where the imagination ‘kicks up a notch’. A (re-washed) floppy hat from the op shop could be for a day at the beach, a scarecrow, a lady out lunching, Uncle Tim, a farmer rounding up sheep…the options are endless. The child brings their experiences and ideas rather than feeling led to a particular ‘conclusion’. A basket of ‘loose’ dress ups such as scarves, clippy-cloppy shoes, tops and vests are easily worn but not fixed to one character or job, so the child can draw their own conclusion. Who are they? What is their ‘back story’? Where do they live? How does this person move, talk and act? (Our youngest children may include one element, but our older children can get as elaborate and ‘deep’ into character as they choose). Their ‘creation’ could be based on the ‘real’ — perhaps they are a teacher, they live in the city, own a cat (or six!), and they talk in a sing-song voice. Or, their imaginings include the imaginary: fairies, kingdoms, invented languages, and mythical creatures. Maybe it’s a combination of the two. There is no right or wrong. What matters is the child is exploring ideas of things that are not physically present, and creating mental images and playing out something not immediately in their reality.

Storytelling Beyond the Page

Stories are also food for imagination, especially if we use well told, visually appealing books with engaging and surprising plot twists or characters. We can lose the physical books altogether and engage in storytelling. Making up stories with our child participating, and adding ideas or elements that we build on and then handing the ‘author’s pen’ back to them. Or using the child’s drawings to launch a storytelling episode, or their favourite toys as central characters in an entirely new ‘arena’. Even with a physical story, we can have our tamariki create an alternate ending, or tell the story of a secondary character who doesn’t get as much of a mention but is deserving of their own adventure!

Our children need us to champion imagination. As well as rich resources and stories, time is the most important thing we can offer — long stretches of time to play, explore ideas, and let one imagining spark another, and unhurried storytimes that aren’t about getting from the front page to the last. And, we need to offer an attitude of openness, creativity and curiosity that tells our children that the world is more than facts. That time spent day-dreaming is time well spent. That “right” or “real” isn’t the only way things should be.

Imagination is such a special part of childhood, but it doesn’t only reside there. If our young tamariki strengthen their ability to imagine and be creative, then this becomes a part of who they are, and how they are. They’ll become older children who ask questions, can find multiple solutions, and express their ideas. They will grow into adults who ‘think outside the box’, see possibilities and look beyond what ‘is’ to what could be. For something that can feel a little intangible, the imagination is invaluable for rich learning and rich living — in both childhood, and beyond.

Imagination isn’t just child’s play, it’s a foundation for thinking differently, solving problems, and dreaming big. By providing open-ended toys, storytelling opportunities, and unhurried time, we show tamariki that creativity matters. And when children learn to dream and do, they grow into curious, confident, and capable people, ready to imagine and build their own futures.

Learn more about how imagination can take your child anywhere!

FAQ’s:

Q: What kinds of materials best support imaginative play?
A: Loose parts such as scarves, cardboard boxes, natural items, and recycled bits are ideal. They aren’t prescriptive, so children decide how to use them, which encourages deeper creativity and experimentation.

Q: How much time should I give for imaginative play?
A: Longer, uninterrupted stretches are best. Imaginative play grows richer and more complex when children aren’t rushed they need room for ideas to develop, shift, and expand.