Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison

Abstract

This study investigates the impact of imaginative pedagogy on the cognitive and perceptual abilities of elementary school students aged 7-8, using a case comparison approach. Focusing on a Waldorf school as a case for imaginative education and a mainstream Greek school, the research examines abilities including Spatial, Linguistic, Kinesthetic, Naturalistic, Mathematical and Musical. The study utilized a mixed method consisting of playful assessment activities and classroom observations to evaluate these abilities comprehensively. The findings reveal that students in the Waldorf school demonstrate significant advantages in the Spatial, Linguistic, Kinesthetic and Naturalistic areas, attributed to the school's imaginative teaching methods. More specifically, imaginative pedagogy is shown to resonate well with competences related to physical activities, language processing, understanding of the natural world, and visual-spatial reasoning. In contrast, there are no significant differences in Math-Logic and Musical abilities between the two school types, despite the traditional emphasis on language and mathematics in mainstream Greek schools. The study highlights the potential benefits of imaginative pedagogy for holistic cognitive development, suggesting its applicability in mainstream education.

Received: 15 July 2024 | Revised: 21 October 2024 | Accepted: 30 October 2024

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

The data that support the findings of this study are openly available in Mendeley Data at http://doi.org/10.17632/y2hkn43sd8.1.

Author Contribution Statement

Emmanouil Mavrelos: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Writing - original draft, Writing - review & editing; Thanasis Daradoumis: Conceptualization, Writing - review & editing, Supervision.