LEVEL OF DEVELOPMENT OF IMAGINATION IN PRESCHOOL CHILDREN

Abstract

The study examines the level of imagination in preschool children using both quantitative indicators (mean values and standard deviations) and percentage distribution across levels. This approach enables a more comprehensive and objective presentation of the results by combining descriptive statistics with an analysis of sample distribution.

The findings indicate that a medium level of imagination is the most prevalent, with nearly half of the children (47%) falling into this category (mean = 0.467, SD = 0.499). This suggests a relative homogeneity within the group, while also indicating variability in individual outcomes. A low level of imagination is observed in approximately 20% of the children (mean = 0.200, SD = 0.400), which may point to the need for additional pedagogical support and the stimulation of creative abilities. A high level is identified in 33% of the children (mean = 0.333, SD = 0.471), indicating that a substantial proportion of the sample demonstrates well-developed imaginative skills already in the preschool period.

The gender-based analysis reveals both similarities and clear differences. The proportion of children with a medium level of imagination is identical for girls and boys (46.7%), suggesting a similar baseline distribution of imaginative development across genders. However, differences are observed at the extremes: a low level is more common among boys (26.7% compared to 13.3%), whereas a high level is more prevalent among girls (40% compared to 26.7%). These results may be interpreted as indicative of differences in the pace or patterns of creative development, influenced by both individual characteristics and socio-pedagogical factors.

A comparison of four key indicators of imagination—productivity, originality, flexibility, and imagery—provides a more fine-grained differentiation of creative behaviour. The data show that girls outperform boys in productivity (4.8 vs. 4.2), flexibility (4.5 vs. 3.8), and imagery (4.9 vs. 3.5), which may be associated with richer internal representations and a greater ease in combining ideas. Boys, in turn, demonstrate a slight advantage in originality (3.9 vs. 3.7), which may indicate a tendency toward more atypical or unconventional solutions in certain tasks.

In conclusion, the results highlight the importance of differentiated pedagogical approaches aimed at fostering imagination in the preschool years. Accounting for individual differences and gender-related characteristics enables more targeted planning of educational activities. This is a crucial factor in supporting children’s cognitive, emotional, and creative development from the earliest stages of education.