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They develop resourcefulness by replaying difficult real life scenarios
他們在假想中通過對現實的困境的情景再現和尋找解決困境的方法，
and developing solutions to problems.
發展了心智。
Or they might just play in a way that enables them
抑或他們只是要通過假想游戲來
to recognize and accept their feelings.
認知和接受自己的情感。
Engaging in imagination engages a part of the brain that may not be used in school.
發揮幻想能力能鍛煉在課堂上用不到的那部分大腦。
Research on brain activity shows that what we know as
對大腦的研究顯示，想象產生于
imagination is generated in the right side of the brain
大腦的右半部分。
where "open-ended ideation" takes place.
也就是開放性思維的產生地。
In contrast, the left side of the brain is
反之，大腦的左半部分，
though thought to be "linear and logical."
主管線性和邏輯思維。
Performance in school, for example, tends to require intensive left side activity.
舉例來說，課堂的學習活動需要大量的左腦運動。
Thus, the right brain provides an escape from life in the "fast lane" left side,
這樣一來，在右腦的“快車道”左側提供了一種對生活的逃避機制，
and a rest from the barrage of external stimuli children
同時對兒童在日常生活中一直處理的接二連三的外部刺激，
are constantly processing in their daily lives.
也提供了一種休息機制。
Imagination provides many possibilities for play,
想象給兒童提供很大的發揮空間，
and some children just seem to be born blessed with good imaginations.
似乎有些兒童天生就有良好的想象力。
However, "Use your imagination" is not a realistic requirement.
然而，“發揮想象”并不是一個很現實的要求，
How do we encourage and cultivate this way of being?
那這樣我們是否還應該鼓勵和培養兒童的想象力呢？
