This article explores the potential of fairy tales as an integrated pedagogical tool for developing creativity, critical thinking, and foreign language learning motivation in preschool children. While traditional language instruction at this age often relies on rote memorization and isolated vocabulary drills, fairy tales offer a narrative-rich, emotionally engaging context that naturally stimulates cognitive and affective development. The article reviews relevant early childhood education theories and provides practical classroom strategies for selecting, adapting, and presenting fairy tales in a target language. Key methods include dramatic retelling, open- ended questioning, character analysis through drawing, and prediction exercises that encourage children to hypothesize about plot developments.
| Mualliflar | Israilova, D.A. |
|---|---|
| Jurnal | Қўқон ДПИ. Илмий хабарлар |
| Nashr sanasi | 2026-07-13 |
| Jild | 8 |
| Son | 5. |
| Betlar | 162-166 |
| Til | Ingliz |
| DOI | 10.70728/c.series.ped.v08.i05.025 |
DOI: 10.70728/c.series.ped.v08.i05.025 · Maqolaning asl sahifasi
Fairy tales, preschool education, EFL (English as a Foreign Language), creativity, critical thinking, early language acquisition, narrative pedagogy.
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