Vygotsky's theory as a tool of imaginationdevelopment in primary school

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dc.contributor.advisorMatthews, Robert
dc.contributor.advisorMatthews, Julie
dc.contributor.authorSibakova, Valeriia
dc.contributor.schoolSchool of Educationen
dc.date.issued2023
dc.description.abstractThe cognitive process of imagination is a fundamental faculty developed in childhood. This research extracts a testable four-stage model of development from the conceptual writings of Lev Vygotsky. Literature is given that provides an overview of the field of imagination, within which a conceptual account of Vygotsky's theory of the imagination is seated. From this discussion, a Vygotskian four-stage model of the imagination is extracted. The study, conducted as a case study, employed a robust research design, incorporating qualitative analysis methods providing a nuanced understanding of the creative evolution among participants and shedding light on the intricate processes of artistic development during early education. Notably, the research introduces a novel approach to the analysis of projective drawing, showing a significant achievement within the thesis. To test the veracity of this four-stage account, three classes ofYear 5 10-year-old primary school students were given creative tasks to produce materials from which their imaginative expression could be ascertained. Year 5 studentswere chosen as it was expected they would demonstrate a range of imaginative productsacross all four stages, given they were at an ongoing developmental age. Two imaginative tasks were carried out: making an unreal animal drawing and a companion piece of a written fairy tale. Results demonstrated that the four-stage model of imagination proved to be an apt tool to categorise the stage of development shown in an imaginative product. Valuable insights were also gained that may inform the development of effective teaching methodologies to support the imaginative development of primary school children. Results suggested that exposure to diverse, imaginative activities and creative experiences significantly enhances the expression and, perhaps more importantly, the development of a child's imagination. The teacher and parents' roles in involving children in such experiences are highlighted. It is hoped these findings may contribute to the further development of Vygotsky's theory of the imagination and provide methodological recommendations for practical classroom applications.en
dc.description.dissertationThesis (Ph.D.) -- University of Adelaide, School of Education, 2023en
dc.identifier.urihttps://hdl.handle.net/2440/139997
dc.language.isoenen
dc.provenanceThis electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legalsen
dc.subjectImagination developmenten
dc.subjectVygotskyen
dc.subjectfour-stage modelen
dc.subjectprimary school studentsen
dc.subjectimaginative expressionen
dc.subjectnon-existent animal drawingen
dc.subjectfairy taleen
dc.subjectteaching methodologiesen
dc.subjectparental involvementen
dc.subjectclassroom applicationsen
dc.subjectpractical recommendationsen
dc.titleVygotsky's theory as a tool of imaginationdevelopment in primary schoolen
dc.typeThesisen

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