In recent years, imagination education gradually emphasized, however, there is very little literature on imaginative teaching in Taiwan. This study investigated pedagogical practices of imaginative teaching model in early childhood education. Action research was performed to implement a two-month teaching curriculum among 3 to 5-year-old preschoolers. Research tools included "the Scale of Imaginative Performance," "Observation Logs," "Teacher-Child Conversation Logs," "Teaching Review and Reflection Form," and other qualitative data. The following results were obtained: 1. The imaginative teaching model should be dynamically adjusted according to the subject, and strategies with diverse stimulations can be adopted. Preschoolers should be given sufficient time for independent free exploration based on the factors related to the teaching environment. 2. The imaginative teaching model can modify the egocentric cognitive concepts in preschoolers, enable them to achieve emotional satisfaction, and enhance the connections in their life experiences, effectively improving their imagination outcomes. 3. During the process of action research, the authors learnt about the flexible application of the imaginative teaching model according to the subject content and the preschoolers' learning experiences. In addition, the authors also gained insights on curriculum design and teaching skills that provided the opportunity for professional growth and reflection.