Opening an imaginative space? A study of toys and toy play in a Swedish Waldorf preschool

Abstract

The aim of this study is to examine how the triadic relationship between children, toys and the educationalcontext of a Waldorf preschool may contribute to children’s growing imagination. The toysprovided at Waldorf preschools in general are simple objects, and the selection is limited. Still, thetoys are supposed to stimulate the imagination of children. In this analysis, we draw on Iris Murdoch’sdistinction between imagination and fantasy in order to highlight two qualities of the abilityof imagination: Imagination implies openness and curiosity towards new ways of being and acting,and fantasy suggests a closed approach that offers few new possibilities. The distinction betweenthese qualities enables us to examine how the relationship between children, toys and educationalcontext opens or closes the children’s growing imagination. The study identifies three particularfactors that influence the possibilities for children’s imagination. These are: a) the form of the toys;b) the placement of the toys; and c) the pedagogical intentions of the teachers and their interactionswith the children.