| When it comes to imagination, there are
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| | act in order for there to be action.
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| no right or wrong answers for the most
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| | Instead, action occurs as a result of the
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| part. Encouraging imagination in children
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| | simple click of a button. This diminishes
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| is a vital component to their development
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| | children's learning capacity to view the
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| and parents play an important role in
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| | world as an interactive place and can
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| determining that imagination by
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| | place unrealistic demands on the life
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| encouraging it. When parents do not
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| | experience of children. The passive
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| encourage imagination in their children,
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| | nature of television or computer games
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| they run the risk of hampering the
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| | often leads to a lack of physical play in
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| development of many important mental
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| | children as well.
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| capacities that children develop through
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| | Teaching Techniques
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| the experience of play.
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| | Believe it or not, some teaching
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| Allowing children to have adventures in
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| | techniques can stifle the ability of
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| their own minds using creative tools,
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| | children to imagine and work with their
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| such as dollhouses or other miniature
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| | creativity. Rigid teaching systems that
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| worlds, is an important piece of the
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| | teach conceptual skills are often the
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| child raising puzzle. It is important to
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| | culprit here, as children learn endlessly
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| encourage children to use their minds in
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| | from passive workbooks and are not taught
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| play situations, as this encourages the
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| | critical interaction and imagination
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| emergence of rules, regulations, creative
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| | skills. This form of learning is common
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| thinking, and problem solving. Far too
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| | in early-age schoolchildren and commonly
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| often, children lack those skills upon
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| | teaches children principles through
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| entering the most basic of life
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| | verbal instruction rather than allowing
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| situations because of the parent's desire
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| | children to learn principles through
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| to have their children become in touch
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| | active participation.
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| with "reality" as early as possible. This
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| | A big part of the problem with this is
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| is often referred to as "tough love" and
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| | that nothing is actually actively learned
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| is certainly not suitable for young
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| | in a physical sense. Children learn from
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| children.
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| | experience, by and large, and rely on
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| There are many practices that discourage
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| | life experiences to teach them what they
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| the use of children's imagination and
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| | need to know. The universal example of
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| abstract skills.
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| | the child touching the stove several
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| Television and Computers
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| | times to figure out that it is hot is a
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| Too often in the modern world, it is
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| | clear example of this type of learning
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| common to have passive parenting skills
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| | style. Children that do not learn by
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| take charge. Parents often park their
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| | doing often do not learn as successfully
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| children in front of the television or
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| | as those that learn through experience.
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| computer for hours on end as a result of
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| | So the next time children are interacting
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| the busy lifestyle they lead. As a
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| | with a doll house and playing with dolls
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| result, the children become engaged in
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| | in an imaginary sense, sit down and
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| what is largely an inactive medium. This
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| | interact with them. Adults in these
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| hampers creativity immeasurably.
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| | frenzied modern times have a lot to learn
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| This passive action takes its place in
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| | from children who have the ability to
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| the form that the children do not need to
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| | learn creatively and intelligently.
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