| No matter where they live, kids are full of | | | | When you read to your children, allow them to |
| imagination. They often have the ability to occupy | | | | become part of the storytelling process. Ask them |
| themselves with sticks and stones for hours at a | | | | about their impressions of the story of the |
| time. | | | | characters and see what they think will happen given |
| You can see them instantly transform from your | | | | the flow of the story so far. |
| average six year old into a roaring pirate captain with | | | | Ask also if they can remember a time in their lives |
| nothing more than a brightly coloured bandana and a | | | | when they felt the same way the character does. |
| roughly hewn wooden sword. | | | | Perhaps if the story has no illustrations ask them to |
| To inspire your kids to access their imagination you | | | | draw what they think the characters and scenery |
| don't need much. In fact the less all singing and | | | | look like. |
| dancing electronic gizmos you have, the further their | | | | Think of every opportunity as a moment to involve |
| imagination will soar. Video games and TV can tend | | | | your child. Give them an empty cereal box and see |
| to move children through a linear decision making | | | | what they come up with, a robot, a house? Invite |
| process rather than igniting their own ability to | | | | them to be part of your daily problem solving |
| question and improvise. | | | | moments? |
| Some great imagination equipment can be found | | | | Is your car parked into a tight spot? See how many |
| around the house, from empty milk bottles, toilet | | | | turns they think you need to get out, which way |
| rolls, scraps of material and grandma's old clothes to | | | | should you turn? Don't make it a competition where |
| pens, paints and bits of cardboard. | | | | someone guesses the "right" answer and therefore |
| If you want to add an element of structure you can | | | | someone else has to be "wrong", just involve them in |
| set up a sheet across the room or between the | | | | the process. |
| doorjamb. Kids can make their own costumes or | | | | Kids who can think creatively will have the start of a |
| puppets and act out plays that they have made up | | | | great skill set for their future lives. |
| or that they can remember from other stories. | | | | |