Reciprocity between narrative, questioning and imagination in the early and primary years: Examining the role of narrative in possibility thinking

The concept of possibility thinking (PT) as a driving force of creativity has been investigated both conceptually and empirically for over a decade in early years settings and primary classrooms in England. In the first wave of qualitative empirical studies, play formed part of the enabling context. Criteria for episode selection for PT analysis were that episodes exhibited children immersed in sustained focused playful activity. During the second wave of PT studies, the research team's attention was drawn to children's imaginative storying in such playful contexts and it emerged that consideration of narrative in PT might prove fruitful. The current paper revisits key published work, and drawing on data previously analysed for features of PT, seeks to explore how narrative might relate to the current theorised framework. Fourteen published PT episodes are re-analysed in order to consider the role and construction of narrative in PT. The new analysis reveals that narrative plays a foundational role in PT, and that reciprocal relationships exist between questioning, imagination and narrative, layered between children and adults. Consequences for nurturing children's creativity and for future PT research are explored.

► Narrative play is central to fostering possibility thinking in classrooms.
► Possibility thinking is framed by narrative contexts that involve both pretend play and fictional world creation.
► Narratives are shaped and driven by two characteristics of possibility thinking: questioning and imagination.
► There is evidence of the reverse, with narrative providing the possibility space that inspires questioning and imagination.