scholarly journals Fantasy orientation and creativity in childhood: A closer look

2021 ◽  
Vol 57 ◽  
pp. 100979
Author(s):  
Louise Bunce ◽  
Jacqueline D. Woolley
Keyword(s):  
Fantasy Orientation

Relations Between Fantasy Orientation and Emotion Regulation in Preschool

2015 ◽  
Vol 26 (7) ◽  
pp. 920-932 ◽  
Author(s):  
Ansley T. Gilpin ◽  
Melissa M. Brown ◽  
Jillian M. Pierucci
Keyword(s):  
Emotion Regulation ◽  
Fantasy Orientation

Supporting the development of empathy: The role of theory of mind and fantasy orientation

2017 ◽  
Vol 26 (4) ◽  
pp. 951-964 ◽  
Author(s):  
Melissa McInnis Brown ◽  
Rachel B. Thibodeau ◽  
Jillian M. Pierucci ◽  
Ansley Tullos Gilpin
Keyword(s):  
Theory Of Mind ◽  
Fantasy Orientation

Fantasy Orientation Interview

2011 ◽  
Author(s):  
Rebekah A. Richert ◽  
Erin I. Smith
Keyword(s):  
Fantasy Orientation

Imagination and Fantasy: Correlates of Preschoolers’ Science Relevant Inquisitiveness

2020 ◽  
pp. 027623662096392
Author(s):  
Maureen Claire Smith ◽  
Maria Fusaro
Keyword(s):  
Role Play ◽  
Ethnically Diverse ◽  
Science Inquiry ◽  
Relevant Information ◽  
Inquiry Skills ◽  
Independent Contribution ◽  
Female Self ◽  
Imaginary Companion ◽  
Imaginative Play ◽  
Fantasy Orientation

One early manifestation of science inquiry skills may be inquisitiveness; that is, children’s tendency to ask questions about science relevant information. Little is known about individual differences in inquisitiveness, despite its fundamental role in emerging science inquiry skills. Prior research hints at potential predictors of inquisitiveness, including children’s imagination and curiosity through children’s exploration and play. Hence, this study examines potential correlates of inquisitiveness: children’s fantasy orientation and curiosity. Thirty-four ethnically diverse 4- to 5-year-old children (58.8% female) self-reported imaginary companion status, fantasy orientation, engagement in pretend role-play, and drew imaginative pictures. Children participated in two tasks, one that measures preference for uncertainty (curiosity) and one that measures inquisitiveness about science relevant content. MANOVA indicated differences in inquisitiveness by imaginary companion status and regression indicated that fantasy orientation made an independent contribution to inquisitiveness. Our results suggest that educators can enhance children’s science education in early childhood classrooms by providing opportunities for children to engage in imaginative play and experience stories and games with fantasy content.

Fantasy orientation constructs and related executive function development in preschool: Developmental benefits to executive functions by being a fantasy-oriented child

2013 ◽  
Vol 38 (1) ◽  
pp. 62-69 ◽  
Author(s):  
Jillian M. Pierucci ◽  
Christopher T. O’Brien ◽  
Melissa A. McInnis ◽  
Ansley Tullos Gilpin ◽  
Angela B. Barber
Keyword(s):  
Principal Component Analysis ◽  
Executive Function ◽  
Executive Functions ◽  
Principal Component ◽  
Component Analysis ◽  
Attention Shift ◽  
And Behaviors ◽  
Fantasy Orientation ◽  
Linear Regressions

This study explored unique constructs of fantasy orientation and whether there are developmental benefits for fantasy-oriented children. By age 3, children begin developing executive functions, with some children exhibiting high fantasy orientation in their cognitions and behaviors. Preschoolers ( n = 106) completed fantasy orientation measures and executive function tasks, including parent and teacher questionnaires. Principal Component Analysis revealed four specific constructs within fantasy orientation (FO). Relations were examined between children’s FO constructs and executive functions to determine if developmental benefits exist with being fantasy-oriented. Hierarchical linear regressions suggested that certain FO constructs are uniquely related to specific executive functions, such that there are potentially specific developmental benefits to being a fantasy-oriented child (i.e., inhibition and attention shift positively related to fantastical cognitions).

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