Six-year-old Shreya is seated inside the classroom, but her focus is elsewhere — on the butterfly fluttering in and out of the window near her table. She is fascinated by the colours and the sheen of the fine dust-like particles on the wings and engrossed in following the butterfly’s path of flight. The teacher notices this but does not shout at the child; instead, she gently guides her outside the class and allows her to observe the butterfly’s manoeuvring skills. When the child is satisfied and has asked many questions regarding the colour and flight of the insect, the teacher brings her back to class work. Sounds like Utopia?
How can she fantasise unless she sees, feels, understands and uses them to fanciful, meaningful (or meaningless) extensions? Of the flying unicorns or the fire-spitting dragons or even the angels removing her first tooth from under her pillow? What she absorbs in this manner will never be wiped off from her memory but will eventually help her in having a firm understanding of things around her. Here is where teachers like the one mentioned above or parents who constantly read and share stories with their children, gain immense importance.
The success of the Harry Potter series rests on this fundamental idea of letting the mind fantasise, as their impressions are layered afresh on every little fantasy of theirs.
Learning fantasies
Does letting a child to fantasise sound like a negative aspect when we are talking about learning and schools and curriculum?
No, not at all; only a mind that is allowed the luxury of having myriad patterns and themes, and forming the stories of its own can truly be on the right path of learning.
How would a four-year-old fantasise unless she is allowed to watch and observe? If she is allowed to be with nature on a regular basis, she will see the wonders of the world around. But if she is given an iPad or the small screen to keep her from fidgeting at home, this might give her more than enough colours and information, but little innovation or stimulation for the mind. More the gadgets, more the brain becomes inactive, and eventually numbs the entire process of development.
This has been proven scientifically, and that is why the school system, over the years has changed, giving importance to alternative methodologies of teaching. Which of course, the gurukul/ sishya system in ancient India did follow and nurtured and encouraged the child to look, feel and learn things around.
Seven-year-old Manu throws strips of cotton and visualises a big white horse with a flying mane, zooming across the skyline, and he feels he is waiting to get on to it and fly away to a never-never land. Manu’s mother has been reading stories to him from a young age and so, he enjoys and sees many characters come alive, and uses his imagination to the fullest.
Uninhibited
Ultimately it is up to us to create a surrounding free of pressure, to let children be themselves, absolutely uninhibited to fantasise and give in to the power within to form impressions of their own.
It is far more interesting to read the Harry Potter series and let the child imagine, than watching a movie of the same.
It is important for children to fantasise and form imaginations of their own, but it can extend to adults too. This will not cut us away from the reality of the world around, but only enhance the outlook of the present. There is no other way to do it, other than to give in to it and try it yourself. Go on, what’s stopping you?
The writer has worked with pre-primary kids, for 32 years.
