They develop resourcefulness by replaying difficult real life scenarios

他们在假想中通过对现实的困境的情景再现和寻找解决困境的方法，

and developing solutions to problems.

发展了心智。

Or they might just play in a way that enables them

抑或他们只是要通过假想游戏来

to recognize and accept their feelings.

认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.

发挥幻想能力能锻炼在课堂上用不到的那部分大脑。

Research on brain activity shows that what we know as

对大脑的研究显示，想象产生于

imagination is generated in the right side of the brain

大脑的右半部分。

where "open-ended ideation" takes place.

也就是开放性思维的产生地。

In contrast, the left side of the brain is

反之，大脑的左半部分，

though thought to be "linear and logical."

主管线性和逻辑思维。

Performance in school, for example, tends to require intensive left side activity.

举例来说，课堂的学习活动需要大量的左脑运动。

Thus, the right brain provides an escape from life in the "fast lane" left side,

这样一来，在右脑的“快车道”左侧提供了一种对生活的逃避机制，

and a rest from the barrage of external stimuli children

同时对儿童在日常生活中一直处理的接二连三的外部刺激，

are constantly processing in their daily lives.

也提供了一种休息机制。

Imagination provides many possibilities for play,

想象给儿童提供很大的发挥空间，

and some children just seem to be born blessed with good imaginations.

似乎有些儿童天生就有良好的想象力。

However, "Use your imagination" is not a realistic requirement.

然而，“发挥想象”并不是一个很现实的要求，

How do we encourage and cultivate this way of being?

那这样我们是否还应该鼓励和培养儿童的想象力呢？