Early Childhood Teachers Encouraged to Use Folktales as a Tool for Early Literacy Development

Early childhood literacy experts are encouraging preschool teachers to incorporate traditional folktales into classroom storytelling sessions. Folktales, which are rich in cultural values and narrative structure, are seen as powerful tools to help young children strengthen language skills while developing imagination and moral understanding. Educators argue that these stories introduce children to patterns, characters, and emotions that support early reading readiness.

Preschool teachers have begun using well-known folktales in daily literacy activities, including group reading circles, dramatization, and interactive storytelling. Children are encouraged to predict story events, recognize repeated phrases, and mimic character voices. These interactions help enhance vocabulary, listening comprehension, and phonological awareness—three essential foundations for literacy development.

Many teachers report increased student engagement when folktales are included in the curriculum. The colorful characters, simple conflicts, and clear resolutions make the stories memorable and relatable to young learners. Dramatic play based on folktales also provides opportunities for children to develop oral language skills and practice social roles within a group setting.

Parents have also shown enthusiasm for the reintroduction of folktales, noting that their children often retell stories at home with excitement. This strengthens family bonding and encourages early reading habits. Some schools have even launched “Folktale Weeks,” where families share stories from their cultural backgrounds to enrich classroom learning.

Experts believe that using folktales as a literacy tool aligns with global early childhood trends promoting culturally responsive education. By combining entertainment with education, preschool teachers can create joyful learning environments that nurture both language ability and cultural identity from a young age.