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ZENODO
Published
2026-04-30
Section
Articles
How to Cite
How to Cite
FAIRY TALES - AS A FORM OF DEVELOPING CREATIVITY IN 5-6-YEAR-OLD CHILDREN
Naimova Zuxra
Teacher of the Department of Preschool Education, Nukus State Pedagogical Institute named after Ajiniyoz
Naimova Nazira
Assistant Teacher of the Department of Philology, Innovation Technologies University.
Keywords: Early Childhood Education; Fairy Tales; Cognitive Development; Divergent Thinking; Narrative Scaffolding; Creativity; Preschool Pedagogy.
Abstract
The cognitive architecture of early childhood is profoundly shaped by narrative structures, which serve as primary mechanisms for developing imaginative capacity and divergent thinking. This empirical investigation quantifies the developmental outcomes associated with deploying fairy tales as a structured pedagogical instrument for enhancing creativity in preschool children aged 5 to 6 years. Utilizing a quasi-experimental methodology across 318 preschool students, the study measured creative fluency, cognitive flexibility, and narrative invention against standardized psychological baselines. Quantitative diagnostics revealed a profound positive correlation between structured folkloric immersion and accelerated creative maturation. Specifically, environments utilizing targeted, interactive fairy-tale methodologies generated a 42.5% improvement in children's autonomous narrative construction and problem-solving originality compared to standard didactic instruction. Conversely, structurally rigid, narrative-deficient interactional models mathematically predicted static cognitive flexibility trajectories. The data necessitates a paradigm shift in preschool pedagogical training, advocating for the systematic integration of interactive storytelling and narrative scaffolding to optimize the creative potential of early learners.
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