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Easing the Transition There are many brain-aligned strategies that strengthen the creativity and productivity of young adults as we emotionally attach to our adolescents securing a safe environment for them to explore, identify, and connect with one another. Below are some questions that open the frontal lobe for connection, memory, and metacognition : What or who was your Bing Bong? Could it be an object like a blanket or teddy bear or something abstract?

The Ecology of Imagination in Childhood

What does Bing Bong symbolize? Why is it important for Riley to let go of Bing Bong? Why did Bing Bong jump off the wagon? What makes it so sad for the audience especially parents and adults as we watch this part?

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Do we really ever lose Bing Bong? Do you have a core memory of an experience from your imagination? What is it like? What can we do as educators to ease the transition into healthy adolescence? Model the behaviors that we want to see. It's chancy to assume that our adolescent students know what we want or are asking for regarding behavior, instruction, and expectations.

We need to be specific with our models of instruction and assessment, even developing our own models to share with our students. Each semester, I create a project that's similar to what I ask of my students. They enjoy my explanation and transparency, and they love to give me feedback, just as I do with their projects.


  1. Edith Cobb The Ecology of Imagination in Childhood (1959).pdf.
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Tap into the strengths, passions, and expertise of all students. Create expert days where students actually design a professional development individually or in partners to share their interests and strengths. This could take many forms.

Already for that reason only, one might want to read the book now, 40 years later. Cobb starts by describing the anatomy of wonder. At her time her research methods were way out of the common approach. It was at the height of the positivistic era of experimenting, testing and interrogating. While discussing her methods in the first chapter of the book, she does not mention much about the background of her study. Instead she writes:" Even though it says little of the actual method of her study, it states clearly the underlying values.

I have been missing that kind of declaration in the work of most authors in the field of education. What is world image? She mentions it in several occasions. Children need nature in order to be creative, to be able to imagine and learn.

Nature and places in nature have deep meaning to our growing up and becoming an adult. The childhood experiences of explorations and mapping "permits condensation into symbolic pattern or form" as a child and in later life p. Sometimes it is hard to follow the connections she is trying to establish between different theories and ideas. One might consider this being the main difficulty with her style of writing.

At the same time it is obvious that the kind of wondering in the world image of hers brings to us novel ideas never really thought let alone discussed before. I finish this overview with a thought from Edith Cobb directed towards the future of our society, the vision about tomorrow.

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This psychological distance between self and universe and between self and progenitors is the locus in which the ecology of imagination in childhood has its origin. Mankind needs the creative imagination of our children more than ever. I read this so long ago, I cannot really remember much of it, but I remember that I loved its lucid language-perhaps to read again soon?

Mar 10, Tyler Denmead rated it it was amazing. One of those books that leaves you in wonderment each page, knowing the next will be fulfilling. Natalie rated it liked it Aug 27, Linda Liukas rated it really liked it Aug 19, Carly Stasko rated it it was amazing Apr 07, Tommie rated it liked it Dec 09, Kiran Chaudhuri rated it it was amazing Sep 09, Kirstin Mckeel rated it it was amazing Jan 01, Cara Rieckenberg rated it liked it Dec 16, Sean Foley rated it it was amazing Feb 14, Amanda Brooke rated it liked it Jun 25, Douglas E.

The Ecology of Imagination in Childhood by Edith Cobb

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