![Picture](/uploads/1/0/2/3/10234071/507294.png?251)
So for me, daydreaming was my way of passing the time. If it was something new to learn, I was part of that experience. But I found no useful purpose to the repetition and rote memorization. I spent much of the primary grades looking out of windows, imagining fresh things and ideas out of the details of what I would notice outside. I loved to watch TV and movies, but I didn't realize the story-richness was working on different parts of thinking process.
I drove teacher's crazy with my staring out the windows. Once I was out of school, I never thought about the schoolwork. Homework was an anathema to me. Looking back on it, my comprehension of reading material was very good, but I would get more interest out of reading the back of the Wheaties cereal box than a fourth grade history book. History rich in detail caught my attention; trivia of history earned my interest. History written to highlight the answers to the history test did not, but I played their game.
What to do about daydreaming children in school? I found my niche late in life, finally understanding that my proclivity for creating in images was suited for screenwriting, and not necessarily for novel writing--although Hemingway does much to advance that style as well.
Do you know any daydreaming children? Let them create. If you cannot bend the classroom to see your child's perspective (and you probably can't) be sure to help your child develop their coping skills to adjust to the demands of the moment. And if they love to daydream by looking out of windows-- by all means, BUY THEM A CAMERA, and ask them to make you a story with pictures.