Developing Imagination and Narrative Thinking in Young Learners Through English Storytelling Activities
DOI:
https://doi.org/10.5281/zenodo.18028558Ключевые слова:
storytelling, imagination, narrative thinking, early English education, young learners, language development, digital storytelling, narrative competenceАннотация
Storytelling is widely recognized as an effective pedagogical tool for young learners, as it provides a rich linguistic
and cognitive environment that supports natural language development. In early English education, it enhances
vocabulary acquisition, comprehension, and oral production while fostering children’s imagination and narrative thinking.
This article examines the benefits of English storytelling activities for young learners, drawing on contemporary international
research as well as recent studies conducted in Uzbekistan. Using an integrative synthesis of three selected
research papers and additional scholarly sources, the article presents a comprehensive overview of how both traditional
and digital storytelling contribute to linguistic development, imaginative engagement, and narrative competence.
Storytelling creates meaningful contexts in which comprehension, memorization, and verbal expression develop organically.
Empirical studies consistently demonstrate improvements in vocabulary growth, reading comprehension, narrative
structure, and oral language complexity among preschool and early primary learners exposed to storytelling practices.
Grounded in Vygotsky’s theory of mediated learning and Bruner’s concept of narrative meaning-making, the article
explains why narrative-based instruction supports internalization, higher-order thinking, and socio-emotional development.
Particular attention is given to imagination and narrative thinking, which storytelling strengthens through symbolic play,
prediction, creativity, and event structuring. The article concludes with practical recommendations for educators, methodological
guidelines for designing storytelling activities, and directions for future research.
Библиографические ссылки
1. Bartan, M. (2020). The effect of storytelling on young children’s imagination development. Journal of Early Childhood
Education Research, 9(2), 145–160.
2. Bruner, J. (1986). Actual minds, possible worlds. Harvard University Press.
3. Brewster, J., & Ellis, G. (2004). Tell it again!: The new storytelling handbook for primary teachers. British Council.
4. Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
5. Chang, M. (2023). Interactive English learning through digital storytelling: Enhancing young learners’ speaking and
listening skills. Journal of Language Pedagogy, 17(1), 75–89.
6. Collins, M. (1999). The use of storytelling to teach literacy skills. Reading Improvement, 36(1), 32–43.
7. Cremin, T., Flewitt, R., Swann, J., Faulkner, D., & Kucirkova, N. (2020). Storytelling and story-acting in early childhood
education: Developing social and cultural understanding. Early Child Development and Care, 191(5), 667–682.
8. Feldman, H. (2019). Early language development and long-term academic achievement. Child Development Review,
45(2), 113–127
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2025 MAKTABGACHA VA MAKTAB TA’LIMI JURNALI
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
