This study aimed to explore the experiences of early childhood educators in applying the concept of imagination within the curriculum and understanding its lived meanings. A qualitative approach with an interpretive phenomenological strategy was employed to gain an in-depth understanding of participants’ experiences. The participants included active educators in educational centers in Kamyaran during the 1404–1403 academic year, selected through purposive sampling with an emphasis on diverse professional experience. Data were collected through in-depth and semi-structured interviews with sixteen participants, continuing until theoretical saturation was reached. Data analysis followed Braun and Clarke’s thematic analysis method, including initial coding, reviewing, and defining final codes at the levels of basic, organizing, and overarching themes. Findings revealed that educators’ experiences with imagination can be understood in three main domains. First, imagination is perceived as a cognitive and existential process, as well as a creative professional competence in designing and implementing learning, transforming instruction into flexible, meaningful, and engaging experiences. Second, educators apply imagination in curriculum design, delivery, and assessment through creative scenarios, free play, role-playing, and multi-sensory activities, enabling active child engagement while maintaining adaptive learning pathways. Third, imagination produces multidimensional outcomes in children’s development, enhancing cognitive and creative abilities, strengthening social skills and empathy, increasing motivation and interest in learning, and fostering ethical and social values. These findings highlight imagination’s integral role in supporting holistic, child-centered learning and promoting simultaneous cognitive, social, emotional, and moral development.