Abstract:

One of the most important components of creative behavior is undoubtedly the ability to imagine and think abstractly. But one of the important obstacles to imagination or abstract thinking is the attitudes towards the rigidity and immutability of reality. It can be observed that pre-school children can behave more independently in this matter, and they can behave more flexibly than adults in the face of realities. Based on these observations, the main objective of this study is to reveal the relationship between the imagination and creativity of early childhood (0-6 years) children, in the light of the sources in the field. For this basic purpose, some questions have been sought for answers: What are the reasons or causes of the right brain semiconductor being active in pre-school children?Is any of the brain fractures in pre-school children more effective and functional?If the effect and functionality of any part of it is too high, will it change in the future?As our knowledge-based activity increases, the effect of our left brain can also increase in this parallel?Does the left brain need data from the outside world, while the right brain does not need much to learn (data)?The information obtained from the field and the findings made from this information have come to the following conclusions: 1) The right brain scars work more aggressively in children 0-6 years old, and in adolescence, this pressure passes to the left hemisphere.2) The processes of personalization and development of the right and left brains are fixed at the age of 14.3) The more information diffusion increases, the effect of the left brain semiconductor also increases in that mortar.The left brain does not need to know the right brain, unlike the left brain.To develop their creativity, children should be given more place to develop their imagination activities, and children should be given the opportunity to behave more freely and originally than to compare their dreams with physical realities.

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