Children can use their imagination better than us because they are (still) immediately in contact 
with the Whole and they represent the most pristine prototype of the human being. From birth and for the first years of life, the child is the mirror of our species, who carries in himself the primary elements and the roots of evolution, without conditions or interference.
When then education begins, especially school, his imagination is restrained and limited, everything is being done to concentrate his interests only for what is ‘real’ and to let him leave the world of fantasy. In the first drawing exercises to which the children are subjected at school, their imagination or the appearance of how they perceive some elements of nature are discarded; the drawing that best fit to a photographic vision of reality is rewarded, inhibiting their own imaginative potential from the very beginning, in favour of a more reassuring homologation…