**15. Discussion of Results**

The implementation of the set of strategies confirmed the role of creative imagination in generation of intelligible narratives and a smaller degree of its presence in graphic or imagistic solutions. While selecting the activities that formed the strategies for the increase of the creative imagination, four indicators were followed: Fluidity, flexibility, originality, and elaboration. Activities should involve

criteria for the strengthening of each indicator, which, as a whole, would allow development of the creative imagination.

Children could have unique ideas that could be positively valued and could arguably provide them the confidence to freely express their ideas without the fear of being told that they are wrong.

Children who received the treatment showed receptivity and seemed to enjoy the activities. Creative imagination is a capacity that can be enhanced through the implementation of relevant strategies. Considering that both groups were equivalent with respect to the results of the pre-test, it was clearly noticed that the experimental group, while receiving the treatment, reached significantly higher levels of score in general creativity. Achievement of this increment means fluidity, flexibility, and originality are causative factors for the process. Indicators of narrative creativity demonstrated a high correlation compared to general creativity. This means that narrative indicators are relevant for the strengthening of the creative imagination. On the other hand, when originality and graphic activities are compared, indicators did not appear to reach superior significance levels, but demonstrated low positive correlations.

This result, which is still provisional, allows us to believe that despite availability of novel resources in direct acts of manufacture (involving things like unused machines, fantasy animals, verbal analogies, improved designs), there is no high impact of graphic or visually concomitant imagination on general creativity. If this result is extended to teaching scenarios in preschool and middle school children's education, it is possible to sugges<sup>t</sup> that perhaps many graphic or drawing activities, which the teacher asks children to do, have less than expected results or are perhaps redundant in the long run.

Neither is the association of drawing directly relevant to creative imagination. These results sugges<sup>t</sup> that creative imagination is not an act of *reproduction* [49,51], but a mental function that involves elaboration and styles of thought [52], and that part of concrete images, when strengthened with external stimuli—which, in this case, is represented by the given set of imaginative exercise—allows production of something novel, something that was reflected in specific actions and involved activities of an analytical character like writing.
