The role of imagination and creativity in the psychic development of the child
DOI:
https://doi.org/10.15536/reducarmais.9.2025.4191Keywords:
Imagination, Creation, Childhood, Historical-Cultural Theory, DevelopmentAbstract
This essay, grounded in Vygotsky’s historical-cultural perspective, seeks to explore the concepts of imagination and creative processes, their manifestations in childhood, and their implications for psychological development. To this end, a qualitative bibliographic approach was adopted, drawing primarily on Vygotsky’s Imagination and Creativity in Childhood (2018), as well as Pedagogical Psychology (2003) and Psychology, Education, and Development (2021). The analysis of these works reveals that the Belarusian author conceives imagination and creativity in childhood through a social and historical lens, linking these processes to the acquisition of higher psychological functions. Within the framework of the historical-cultural theory, imagination and creativity are understood as inherent to human nature and as driving forces of development, which proves significant for understanding childhood and considering pedagogical implications.
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OLIVEIRA, Marta Kohl de; REGO, Teresa Cristina. Vygotsky e as complexas relações entre cognição e afeto. In: Valéria Amorim Arantes (Org.). Afetividade na escola: alternativas teóricas e práticas. São Paulo: Summus Editora, 2003. p. 13- 34.
OLIVEIRA, Marta Kohl de. Vygotsky: aprendizado e desenvolvimento: um processo sócio-histórico. São Paulo: Scipione, 1997.
REGO, Teresa Cristina. Vygotsky: uma perspectiva histórico-cultural da educação. Rio de Janeiro: Editora Vozes, 2008.
VIGOTSKI, L. S. Imaginação e criação na infância. São Paulo: Editora Expressão Popular, 2018.
VIGOTSKI, L. S. Psicologia, Educação e desenvolvimento. São Paulo: Editora Expressão Popular, 2021.
VIGOTSKI, L. S. Psicologia Pedagógica. Porto Alegre: Artmed, 2003.
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Copyright (c) 2025 Maria Angélica de Oliveira da Silva, Michell Pedruzzi Mendes Araújo, Valdete Teles Xavier Soares
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