INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 04, 2026 127 69

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

Emmanouil Mavrelos 1 * ,
Thanasis Daradoumis 1 2
1 Department of Cultural Technology and Communication, University of Aegean, Greece2 Department of Computer Science Multimedia and Telecommunications, Open University of Catalonia, Spain* Corresponding Author
International Journal of Changes in Education, 3(2), 2026, 167-179, https://doi.org/10.47852/bonviewIJCE42023822
Online publication date: Nov 05, 2024
Publication date: Aug 04, 2026
Full Text (PDF)

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.

KEYWORDS

Waldorf education imaginative pedagogy cognitive and perceptual abilities elementary primary education holistic learning

CITATION (APA)

Mavrelos, E., & Daradoumis, T. (2026). Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison. International Journal of Changes in Education, 3(2), 167-179. https://doi.org/10.47852/bonviewIJCE42023822
Harvard
Mavrelos, E., and Daradoumis, T. (2026). Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison. International Journal of Changes in Education, 3(2), pp. 167-179. https://doi.org/10.47852/bonviewIJCE42023822
Vancouver
Mavrelos E, Daradoumis T. Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison. International Journal of Changes in Education. 2026;3(2):167-79. https://doi.org/10.47852/bonviewIJCE42023822
AMA
Mavrelos E, Daradoumis T. Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison. International Journal of Changes in Education. 2026;3(2), 167-179. https://doi.org/10.47852/bonviewIJCE42023822
Chicago
Mavrelos, Emmanouil, and Thanasis Daradoumis. "Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison". International Journal of Changes in Education 2026 3 no. 2 (2026): 167-179. https://doi.org/10.47852/bonviewIJCE42023822
MLA
Mavrelos, Emmanouil et al. "Assessing Cognitive and Perceptual Abilities in Imaginative and Mainstream Elementary Schools: A Case Comparison". International Journal of Changes in Education, vol. 3, no. 2, 2026, pp. 167-179. https://doi.org/10.47852/bonviewIJCE42023822

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